
GORREIATED COURSE 

IN WOODWORK AND 
MECHANICAL DRAWING 



GRIFFITH 

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Class T 1126 
Book ^2 f f 
Copyright}! 



COPYRIGHT DEPOSIT. 






Correlated Courses 



IN 



Woodwork 



AND 



Mechanical Drawing 



By Ira S. Griffith, A. B. 

Assistant Professor of Manual Arts, Bradley Polytechnic Institute, Peoria, Illinois. 

Author of Essentials of Woodworking," "Woodwork for Amateur 

Craftsmen," "Projects for Beginning Woodwork and 

Mechanical Drawing," and "Advanced 

Projects in Woodwork." 




The Manual Arts Press 

Peoria, Illinois 



Copyright 

Ira S. Griffith 

1912 






/ 






©cu:n'.»r.-4 



PREFACE. 



The author wishes to state that the basis of the following courses 
rests more upon the art or practice of teaching manual training than 
upon the theory. It is the result of carefully prepared plans executed 
under public school conditions by the author himself, covering a period 
of some nine years of experimentation. Wherever plans, or theory, 
were found producing results which common sense indicated plainly 
were not for the pupils' highest good, practical expediency supplanted 
theory. 

If manual training practice in the two upper grammar grades has 
merited criticism it has been because school men have not taken its 
subject matter seriously enough. 

It is too much to hope that results can be achieved that are truly 
educative, when a shop, however well equipped, is turned over to a 
teacher but slightly experienced in, and appreciative of, the "finer points" 
of the subject matter to be dealt with. Loose and unorganized efforts 
in any line of work cannot become educative, it matters not what fine 
spun theories may be offered as proof to the contrary. Indeed, much 
positive injury may be done. 

If the present demand for vocational training teaches manual train- 
ing anything, it is that the subject matter of manual training must 
receive more serious attention. The aims of manual training and 
vocational training, in one sense, are not so very different; both seek, 
or should, to assist the boy to become a "thinking doer." The dis- 
tinction is mainly a matter of "direction" and of allotment of time, 
with possibly a slight difference in the placing of the emphasis on one 
or the other of the words "thinking doer." 

We do not mean to imply that manual training and vocational train- 
ing are the same, but we do mean to say that the educative value of 
any shop training, whether given from the point of view of general 
culture or of special preparation for life's work, is evidenced in the at- 
titude which pupils are allowed to assume toward their work. Incorrect 
and slovenly habits of thinking and doing have no more place in manua) 



2 . . CORRELATED COURSES 

training than in vocational training. Organization of subject matter 
is as essential in manual training as in any other line of endeavor. 

Among other things, it is the author's hope that the book may offer 
some suggestions that will help to bring about a better understanding 
of the relation of the high school and grade school manual training. 
The arrangement and division of the subject matter and the grouping 
of the problems represent one method of attack. 

The employment of skilled instructors in both grade and high school 
and the making of the work of the upper grammar grades serious 
mechanically rather than merely "expressional" will wait in many 
communities upon the initiative of the school authorities. 

Normal school students will find the outline representative of a 
manual training practice that is being carried on in some schools that 
are reputed to be progressive. 

Finally, it is expected that the book will prove helpful to young in- 
structors in their first year of teaching, assisting them over many of the 
petty details which spell success or failure in varying degree, which 
otherwise would not be foreseen. 

Ira S. Griffith 

Oak Park, 111., June, 1912. 



For the convenience of the teachers, the draw- 
ings used in "Projects for Beginning Woodwork 
and Mechanical Drawing" and "Advance Pro- 
jects in Woodwork" are printed in this book. 
The notes and working directions, however, are 
not included. The inking of the drawings and 
the making of the perspectives in both of these 
books is the work of Mr. George Gordon Kellar. 



CONTENTS 

PART I — Organization 5 

Chapter I — Foreword — Aims 7 

Chapter II — Classification and Arrangement of Tool Operations, for 

Grades 7, 8, 9, 10; Discussion 12 

Chapter III — Classification and Arrangement of Elements of 

Mechanical Drawing, for Grades 7, 8, 9; Discussion 22 

Chapter IV — Shop Organization — Location of Shops ; Division and Allot- 
ment of Time; Informational and Related Matter Pertaining to 
Woodwork and Mechanical Drawing; Structural and Decorative 
Design; Shop Excursions; Stock Bills; Estimating Cost of Material; 
Standardizing Materials and Tools ; Records, Forms of Reports, 
Grading Work; Shop Conduct; The Lesson; Maintenance 29 

Chapter V — Equipment — Size of Classes; Lockers; Bench and Tool 
Equipment for Grade Center; Individual Tools; Equipment for 
Mechanical Drawing, Grade Center; High School Joinery Shop; 
High School Bench and Tool Equipment 73 

PART II— Lesson Outlines 89 

Chapter VI — Lesson Outlines for Grade VII 91 

Chapter VII — Lesson Outlines for Grade VIII 110 

Chapter VIII — Lesson Outines for Grade IX 130 

PART III— Working Drawings 133 

Chapter IX — Drawings of Projects, for use in Grades VII and VIII. 
Group I — Squaring up stock surfaced on two sides to thickness. 
Group II — Squaring up stock surfaced on two sides, continued. 
Group III— Squaring up Rough Stock. Group IV — Working Curves. 
Group V — Duplicate Parts. Group VI — Design. Group VII — 
Groove Joints — Applications. Group VIII — Cross-lap Joints — Ap- 
plications 135 

Chapter X — Drawings of Projects, for use in High Schools. Group IX — 
Mortise-and-tenon Joints, Miter Joint, Glue Joint, Modeling Ex- 
ercise — Applications. Group X — Dovetail Joints, Rabbeted and 
Grooved Joints — Applications 187 

3 



PART I. 
ORGANIZATION 



CHAPTER I. 
FOREWORD— AIMS 

Foreword. It is assumed that woodworking and mechanical 
drawing have subject matter and that it is desirable to have an orderly 
arrangement. Such an assumption may seem unwarranted to some — to 
those who labor in private institutions where the instruction is individual 
or nearly so. It is believed, however, that to teachers of these subjects 
in the public schools, where for economic reasons, classes of considerable 
numbers must be cared for, the necessity for a careful selection and ar- 
rangement of subject matter is very evident. 

It has taken some years for the manual training movement to recover 
from the extremes into which the late psychology and child study move- 
ment had led it. The exaltation of the "individual" and the reign of the 
"self-expressionist," it would seem, is about over. Not that this latter 
movement was an evil — far from it. Its influence was needed and came 
none too soon. Like other great movements, however, it led some 
teachers to extremes, causing them to overlook the good in the old with 
the result that the new alone has proven no more desirable than the old 
alone. The pendulum of opinion is returning and in not a few im- 
portant places, is already swinging to the other extreme. It is for 
manual training teachers to try to determine by an exchange of ideas 
where the sanest position lies. 

In this discussion, we should ever keep in mind that the American 
public school system is maintained mainly to prepare boys and girls for 
good and useful citizenship; that this is a democracy in which neither 
individual nor class is to be exalted unduly and that our system of 
education must result neither in the chaos of anarchy nor in the dull 
formalism of a despotism. To the writer it appears that manual training 
as practiced before the psychologist took possession was quite typical of 
the countries from which its influence came, Russia and Sweden-forma- 
lism. Under the influence of the most radical of the psychologists, 
manual training became synonymous with educational anarchy. 



8 CORRELATED COURSES 

The best American citizenship cannot be developed by means of either 
the new alone or the old alone. There must be due attention paid to 
the development of the individual but that same individual must learn 
that he is but one of many and that he must do some things because 
they make it possible for all to enjoy equal rights and privileges. With 
this thought in mind, irrespective of any consideration of economic 
advantages, orderly arrangement of subject matter and class instruction, 
made necessary in large schools, must be looked upon as helpful rather 
than harmful in the preparation of the individual for citizenship. 

Superintendent L. D. Harvey has said: 

Members of society may be roughly classed into four groups: those who 
think without doing; those who do without thinking; those who neither think 
nor do; and those who think and do because of their thinking. This fourth 
class comprise the productive, constructive, organizing element of society. It is 
the function of the public schools to produce members of this fourth class. It 
must be evident to all that for the production of a thinking and doing individual 
the two forms of activity should be carried on side by side ; the doing growing 
out of the thinking, and the thinking made clear and definite thru the doing. 

In this statement the writer sees the proper relation of those two 
essential elements that make manual training valuable as a school subject 
— the thought element and the element of skill. Manual training 
suffered by having the one — skill — unduly emphasized when our 
European importations were made. Recently, it has suffered by having 
the other — the thought side — unduly magnified. Both of these elements 
are important. 

In the author's experience the practical application of a system that 
would make the most of each of these elements has been a source of no 
little disappointment. Effort in one direction seemed always to result 
in a sacrifice in the other. That is, when the thought side was empha- 
sized there was a falling off in the accuracy of the results. When skill 
was magnified it was attained only with a sacrifice of the thought ele- 
ment. With many misgivings the conclusion was reached that the 
introduction of original thinking on the part of the pupil must mean 
somewhat of a sacrifice on the skill side. Concerning this phase of the 
subject Professor Richards writes: 

In order to develop in the highest degree independence of thought and power 
of initiative the pupil must be given opportunities for determining ends and 
working out means. Only in this way is the natural cycle of mental activities — 
thinking, feeling and doing — fully realized and made effective. The practical 



FOREWORD— AIMS 9 

realization of this principle means, of course, a distinct problem of instruction. 
The problem is essentially one of proportion and balance between freedom of 
expression on the one side and skill and mastery of process on the other. Ex- 
treme emphasis on the one leads inevitably to a class of crude and ill-considered 
products while attention restricted to the other results in mere drill and formalism. 

Further, in "The Manual Training Teacher/' Charles L. Binns, 
an Englishman just returned from a trip thru the United States, writes 
of manual training in the grades as follows : 

The lack of exactness is the main defect of American manual training. But 
there are many compensations to be balanced against this, and these arise 
chiefly, in my opinion, from the fact that the teacher is allowed more liberty to 
follow his own judgment in teaching the subject than is the case here. He has 
more scope for exercising his initiative, with the result that he retains the 
freshness of interest and enthusiasm for his work that our own stereotyped and 
restricted schemes do much to quell. There is a fine spirit of free activity, eager 
interest, and industry permeating most of the manual training classrooms. Even 
the inferior work is done with a happy glow of achievement that half excuses 
j t # # * To emphasize Unduly the aim of rigid mechanical accuracy 
generally means a sacrifice of the thought side of the work. Those qualities 
which lead eventually to the realization of the pupil's highest powers — such 
qualities as intelligent self direction; an alert resourceful attitude of mind; and 
power to plan means to an end — are too valuable to lose for such an aim. 
* * * At the same time a system of handwork that ignores a reasonable 
standard of accuracy does not count for much. In the course of my visits I 
found more than once not only an almost entire disregard for exactness in the 
work of the boys, but also an almost entire neglect on the teacher's part to strive 
for it. Something may be said for a method which grants the pupils liberty to 
express themselves freely in their work, if the results are critically examined 
and the errors pointed out, but to accept and pass complacently work manifestly 
inferior is quite inexcusable. There is an element of haste about some of the 
work which may account for some of this. 

More recently Dr. Georg Kerschensteiner the eminent German 
authority of Munich while on a tour of the United States is quoted by 
the "Manual Training Magazine" as criticising our manual train- 
ing strongly, saying: 

He could not see why children are encouraged to make big pieces of furniture 
before they can square up a piece of wood properly or make a single joint of 
the type that must be multiplied many times in the piece of furniture, if it is 
properly constructed. From this statement it must not be concluded that his 
pedagogy is of the dried out kind. On the contrary he stated with marked 
emphasis that the first requisite in training for skill is to cultivate joy in work. 
"It is in that way that we appeal to the heart," and "it is only when the feelings 
are brought into action that we can most truly educate." 



10 CORRELATED COURSES 

We may conclude from this brief statement of the situation that it is 
desirable to organize and have courses in our manual training and 
mechanical drawing and that whatever system is adopted it must make 
allowance for emphasis upon both the thought element and upon skill. 

What System Shall We Use. It is pretty generally conceded 
that manual training as exemplified by the Russian system of joint 
making and the Swedish system of model making fails to lead forth 
the powers of the child to the fullest extent. The educational theory, 
now generally accepted, that interest is the indispensable basis of every 
method of education is sufficient to condemn the Russian system so far 
as its application in non-technical schools is concerned, while Swedish 
Sloyd, unmodified, is weak in that it fails to take into account the 
reflective phase of interest, namely, the power of self-initiative. Extreme 
"educational manual training's" greatest weakness lies in its undue 
emphasis upon the thought element resulting in too great sacrifice of 
that other equally important element, skill or accuracy. The manual 
training movement is to be congratulated in that all signs now seem to 
point to its speedy delivery from the hands of these latter extremists. 
Is it too much to hope that out of our past experiences with the joint 
making Russian system with its admitted disciplinary value, the Swedish 
model making with its effort to utilize the energy of the worker toward 
useful products, and the self expression of the pedagogical movement 
with its attendant elements of interest and initiative there may come a 
manual training practice that shall be marked by a combination of the 
best of these elements with a consequent elimination of the weaknesses 
of each? 

The outline of study suggested in the Illinois State Course of Study, 
credit for which is due mainly to Professor Charles A. Bennett, the 
chairman of the committee on manual training in woodwork, has proven 
a source of very great help to the writer in his efforts to properly present 
the subject matter of woodwork to his pupils. The introduction to this 
course is well worth repeating and is in substance as follows : 

Any course in woodworking worthy of a place in the eighth and ninth grades 
of public school work should meet the following requirements: 

1. It should arouse and hold the interest of the pupils. 

2. Correct methods of handling tools should be taught so that good technique 
may be acquired by the pupils. 

3. Tool work should be accompanied by a study of materials and tools used 



FORE WORD— AIMS 1 1 

in their relations to industry. Special attention should be given to the study 
of trees — their growth, classification, characteristics and use. 

4. Drawing should be studied in its relation to the work done. 

5. The principles of construction in wood should be taught thru observation, 
illustration and experience. 

6. At least a few problems should be given which involve invention or 
design or both, thereby stimulating individual initiative on the part of the pupils. 

The course is arranged in groups, each group representing a type of work. 
These groups are given in the order of procedure. The teacher is expected 
to provide problems of the greatest value educationally. This means that the 
things to be made should be worth making and that the process of making them 
should be interesting to the student. 

From this it follows that the things to be made must come to the pupil 
in an order which gives reasonable consideration to the difficulties to be 
encountered in making them. 

Our outline will aim to present the work so as to meet the conditions 
specified above. It has been thoroly tested over a period of years in 
public school work. It follows the group plan. The advantages of the 
group system are distinct. It permits class instruction and therefore 
minimizes the amount of demonstrating and talking that the instructor 
must do by preventing needless repetition. By grouping a number of 
projects having similar tool operations it permits a boy to satisfy his 
individual needs without interfering with the orderly presentation of the 
subject matter. It provides work for the fast worker of an interesting 
and profitable nature until the slow worker completes the minimum 
requirement. It provides for the "repeater," who often has to repeat, 
not because of poor work in manual training but because of poor work 
in academic studies, by giving him choice of different models upon which 
to work. In general, the group plan possesses the manifest advantages 
of class instruction at the same time making allowance for the in- 
dividuality of the worker. 



CHAPTER II. 

CLASSIFICATION AND ARRANGEMENT OF TOOL OPERATIONS FOR GRADES 

7, 8, 9, AND 10. 



WOODWORK. GRADE VII. 

Time: 2]/ 2 hours per week. 

GROUP I. Squaring up Mill-planed Stock. (No definite dimen- 
sions but to be square and as large as the stock will allow.) 
Time : 1 week. 



Stock 


Processes 


Tools 


Projects 


Soft wood 


Edge planing 


Jack-plane 




S-2-S 


Testing for uniformity of 


Try-square 




Yx" x 6" x 12" 


width 
End planing 


(Block-plane?) 


Cutting-board 



GROUP II. Squaring up Mill-planed Stock. (Definite dimen- 
sions.) 

Time: 3 weeks. 





Surface smoothing 


(Smooth plane?) 




Soft wood 


Gaging 


Marking-gage 




S-2-S 


Measuring 


Rule 


Counting- 


Va" x 4^" x 


Lining 


Knife 


board 


10J4" 


Back-sawing (parallel to 


Back-saw 


Hat-rack 


Ya" x 234" x 


line) 


Brace and bits 


Key-rack 


18/ 2 " 


Boring 
Chamfering 


Pencil-gage 





GROUP III. Squaring up Rough Stock. 
Time: 4 weeks. 





Surface leveling, etc. 


Straight-edge 


Ring-toss 


Soft wood 


Crosscut-sawing 


Winding sticks 


Spool-holder 


Rough 


Rip-sawing 


Crosscut-saw 


Game-board 


1" x 8" x 8" 


Sandpapering 


Rip-saw 


Laundry- 
register 



12 



CLASSIFICATION AND ARRANGEMENT 



13 



GROUP IV. Working Curves. 
Time: 3 weeks. 



Stock 


Processes 


Tools 


Projects 








Sleeve-board 


Soft wood 


Getting out stock 


Steel square 


Bread-board 


S-2-S 


Curve sawing 


Turning-saw 


Cake-board 


Va" 


First use of chisel ? 


Chisel ? 


Scouring- 




Spokeshaving 


Spokeshave 


board 
Coat-hanger 



GROUP V. Fastening with Nails and Screws. 
Time: 6 weeks. 



Duplicate Parts. 









Nail-box 


Soft wood 


Duplicate parts 


Hammer 


Polishing-box 


S-2-S 


Nailing 


Nailset 


Knife-box 


M", X", Va" 


Setting naih 


Screwdriver 


Bird-box 




Fastening w' a screws 




Broom-holder 
Bench-hook 



GROUP VI. Appreciation in Design. 
Time: Remainder of school year. 



Structural, Decorative. 









Table-mats 








Thermometer- 


Soft wood 


Structural drsign 




back 


S-2-S 


Decorative design 


Stains 


Calendar-back 


H", V*" 


Outlining 


Brushes 


Letter-holder 




Staining 


Wax 


Bill-file 




Waxing 




Handkerchief- 
box 
Glove-box 



14 



CORRELATED COURSES 



GRADE VIII. 

Time: 2y 2 hours per week. 

GROUP VII. Groove Joints. Woodfinishing. 
Time: 12 weeks. 



Stock 


Processes 


Tools 


Projects 








Exercise piece 


Exercise piece 






Book-rack 


Soft wood 






Necktie-rack 


close grained 


Exercise — 




Magazine- 


3J4" x WA" 


Chiseling grooves 


Chisel 


rack 


Any thickness 


Sawing to fit 


Mallet 


Foot-stool 


to reduce to 


Fitting parts 




Wall-rack 


M". 


Applications — 




Wall-shelf 


Application — 






Desk-shelves 


Chestnut, S-2-S 






Square taboret 


3/s", Va\ 1". 






Stool 



GROUP VIII. Cross-lap Joint. 
Time: 12 weeks. 



Exercise piece — 
Soft wood, close 

grained 
Wa" x 10^" 
Any thickness to 

reduce to Y\" . 
Application — 
Chestnut, S-2-S 

y&'\ Va\ r. 



Exercise — Cross-lap 

joint 
Applications 



Glue 

Hand clamps 



Exercise piece 

Book-trough 

Cluster drop- 
light 

Desk-light 

Calendar- 
mount 

Hall-rack 

Picture-frame 

Octagonal 
taboret 

Plate-rack 

Pedestal 



CLASSIFICATION AND ARRANGEMENT 



15 



HIGH SCHOOL. 

GROUP IX. Joinery. Board and Framed Structures, 
panied by Mechanical Drawing y hour per day.) 
(Time: \y 2 hours per day.) (18 weeks.) 



(Accom- 



Stock 


Process 


Tools 


Projects 








India stool 








Umbrella-stand 








Taborets 


Close 


Exercises — 


Jointer 


Arm-chair, (simpli- 


grained 


Mortise-and- 


Smooth-plane 


fied) 


wood 


tenon, keyed, 


and full tool set. 


Side-chair, (simpli- 


Rough or 


blind 


Individual edge 


fied) 


Mill- 


Miter 


tools, irons and 


Leg-rest 


planed 


Modeling 


chisels, if possible 


Magazine-stand 


*4 sawed 


Glue joint 


Band-saw 


Small tables 


White oak 


Applications — 


Jig-saw 


Book-trough 


S-2-S 






Piano-bench 
Foot-stools 
Telephone-stand 
and seat, etc. etc. 



(Benchwork in Metal 18 weeks.) 
ing and Design y hour per week.) 



Accompanied by Freehand Draw- 



GROUP X. Cabinet-Making. Paneled Structures. (Optional 
and on a par with other advanced courses in shopwork.) (36 weeks.) 









Music-cabinet 








Chafing-dish stand 




Exercises — 


Combination plane 


Desks, Tables 




Drawer 


Band-saw 


Book-cases 




construction 


Circular saw 


Chests, Screens 




Door construc- 


Jointer, machine 


Clocks 


Various 


tion 


Planer, machine 


Shaving-stand 


woods 


Hinging 


Mortise machine 


Beds, Settee 




Locking 


Shaper 


Porch-swing 




Applications — 


Jig-saw 


Mission chairs 
Medicine-case 
Dressers, etc. etc. 



Note — Freshmen boys will be divided into two divisions. The first 
will take Joinery the first semester, and second division will take Metal- 
work. The second semester these divisions will exchange shops. 



16 CORRELATED COURSES 

Discussion of Woodwork Course. Column one describes 
the condition of the stock when given the pupil. Column two names 
the new principles involved in the construction of the articles. 

In Group I. stock mill-planed upon two surfaces to the thickness 
wanted is given the pupil and he is required to square it up. No 
definite dimensions are demanded but the class is given to understand that 
the best workman is he who can square up his piece with the fewest 
shavings removed. The gage is not used on this piece. The uniformity 
of width is determined by the sliding try-square test. The broad surfaces 
are not worked by the pupil at all in making this piece. In the first 
place, the use to which the piece is to be put demands no fine surface 
treatment. In the second place, experience shows that it is advisable to 
make this first piece as simple as possible and pupils, at least grammar 
school pupils, learn to handle the plane better on edge planing than on 
surface planing. 

An examination of the headings of the groups suggested for seventh 
grade, and the directions given in connection with the problems will 
show that each of these groups introduces a new method of squaring up 
stock. For illustration, Group I is typical, as to the surface treatment, 
of the method used by carpenters and others in preparing outside finish- 
ing material such as cornice and window and doof casings, corner boards, 
etc. Here mill-marks are not considered objectionable so that neither 
broad surface is worked. Group II is typical, as to the surface treat- 
ment, of the method of preparing interior wood trim. One surface is 
planed smooth, and straight as to its width, but no effort is made to take 
out the wind, nor is the back surface treated at all. Again, certain kinds 
of shelving and box construction require that both broad surfaces be 
smoothed of their machine or mill-marks but do not require either sur- 
face to be true, depending upon the manner of fastening the parts 
together to take out any unevenness. Group V typifies this method of 
treatment. Of course, if the stock is badly curled or cupped no attempt 
is made to use it for the thickness for which it was originally intended, 
tho it is possible to "nail out" pretty badly warped boards on certain 
kinds of carpentry work. In furniture making this is hardly ever pos- 
sible or advisable. A sleeve pressing board does not require a face edge 
or square ends, etc., Group IV. Group III typifies the standard treat- 
ment of which these others are modifications. 

In the third column tools necessary for performing the process are 
named. In elementary woodwork the block-plane and smooth-plane may 
be omitted, the jack-plane doing the work just as well. 



CLASSIFICATION AND ARRANGEMENT 17 

In the Lesson Outlines, section numbers of a text on woodworking to 
which the student is referred are given. The text to which the numbers 
refer is "Essentials of Woodworking/' The necessity for a text to 
accompany but not to take the place of the demonstration is well ap- 
preciated by most teachers of manual training. With a text in the 
hands of each pupil a lesson may be assigned and the pupil required to 
familiarize himself with the text and the illustrations relating to the 
subject matter. The use of a text removes most effectually the necessity 
for a constant repetition of oral instruction. With a text there is never 
any excuse for the pupil bothering the instructor with the otherwise 
semi-valid excuse of "I forgot" or "I was absent when the demonstration 
was given," etc., etc. 

In Groups VIII and IX will be found exercise pieces. One of the 
advantages claimed for the group system is that it permits class instruc- 
tion at stated intervals, thus reducing individual instruction to a mini- 
mum. For illustration, a class beginning Group II would continue to 
work upon the problems of that group until all but the few acknowl- 
edged failures had completed the work required in that group. After 
this the class is to be instructed in the new things of Group III. This 
plan to continue thruout the whole course. 

The work of the groups will of necessity overlap each other. For, 
as soon as a pupil finishes one problem in a group, he begins another 
problem in the same group, unless he is the slowest in the class. When 
the class is ready to begin a new group we are confronted with the 
question of whether to give the instruction belonging to the new group 
and allow the boys to proceed with the unfinished work of the old 
group, or to start them on problems of the new group. To proceed 
with the old is objectionable in that the worker forgets his new in- 
struction before he has opportunity to apply it. To start new work 
before finishing the old is bad in that the pupil will have lost interest in 
the old when asked to complete it after finishing the new work. Not 
to complete the old at all would be a practice too vicious to be tolerated 
for a moment. 

In the seventh grade this overlapping is not a serious problem, for the 
objects being small and quickly finished allow all to finish the old group 
before the instruction of the new has faded. In the eighth grade and 
high school, however, where the objects are larger, this objection is a 
serious one. 

As stated before, the aim of the group arrangement is to permit class 



18 CORRELATED COURSES 

instruction at the beginning of each group. To make this effective the 
practice and application must follow within a reasonably short time. 
Here the "exercise" offers aid. 

If ever an exercise piece has a legitimate use, it has it here. The 
great objection to exercise pieces lies in their inability to create a vital 
interest on the part of the pupil. The writer has made it a practice to 
talk over the applications of each exercise and to state briefly the need 
for the exercise before beginning it. First, that the class because of 
numbers must be instructed all at the same time; second, that the joints, 
unlike the simple one-piece objects previously made cannot be remedied 
or patched up by reducing the size, as in the bread board, when lack of 
knowledge or skill causes errors; third, that postponing the practice any 
length of time would be unwise. As the time required for making the 
exercises, as arranged in the course outlined above, is short there has 
never been a lack of interest either in the exercise or in the unfinished 
objects of the old group to which some must return after completing 
the exercise. 

High school boys begin to take on a different attitude toward ex- 
ercises and technique. Their increased knowledge and skill permit ap- 
plications requiring considerable time for completing. For this reason 
all the exercises are grouped in the fore part of their year. 

To the writer it seems unnecessary to apologize for this use of ex- 
ercises. He has felt free to utilize parts of any system which seemed to 
serve his purpose. He does feel, however, that a long continued series 
of exercises in elementary woodworking without application would be 
fatal. American school methods have been criticised by Europeans as 
being superficial and lacking in thoroness. It may be that in our eager- 
ness to develop the individual we have made ourselves subjects for such 
criticism to a certain extent. We need not fear the introduction of this 
small amount of drill and formalism, especially when there is no loss 
of interest or incentive. It is impossible to teach a pupil a thing that is 
entirely new to him unless he has in his possession a fund of "known" 
thru which the unknown may be made known. For this reason drawings 
and sketches are plentifully provided. 

Experience has shown that better results are obtained, both in the 
development of ability to think and ability to do, if the ability to "do" 
is given a maximum of attention at the beginning of the course, op- 
portunities for original thinking being introduced gradually as the pupils' 
knowledge, appreciation, and skill increase. In the beginning groups the 



CLASSIFICATION AND ARRANGEMENT 19 

sizes or dimensions are fixed, no variation being permitted except as poor 
work necessitates. Requiring all to make the same pieces in the begin- 
ning groups permits comparison of results and the establishing of 
standards of accuracy as well as making it possible to give definite in- 
struction with the minimum of talking. 

Another reason for emphasizing technique and processes at the begin- 
ning is that interest is so easily directed. A beginner is interested in 
anything. In fact, a few exercises — not more than two or three — might 
be introduced at the very beginning without in any way violating the 
principle relating to interest previously mentioned. The writer does 
not make use of exercises in this way but can understand* some of the 
advantages secured by so doing. 

Having taught the pupil to respect a "working line," which experience 
shows takes the greater part of the seventh year, it will be time to begin 
to encourage original thinking on the part of the pupil. This, because 
of the pupil's ignorance of the subject matter, will come slowly, if satis- 
factorily. Modifications of the dimensions of the projects should be the 
first step. While originality is to be encouraged in every way it should 
never be forced at the expense of appreciation. Appreciation must be 
developed first. Better a chair of good design and proportion made 
after another's design with appreciation than an absurdity made after 
one's own design and its weaknesses not seen. The greatest value of 
design in public school education is expressed well by Professor Sargent 
when he says, "For one who will produce a design, a thousand must 
know how to select it." 

Pupils possessed of exceptional originality and ability will find ample 
opportunity for expression in the group system without hindrance upon 
the part of the slower neighbors and without requiring all the instructor's 
time at a sacrifice of the time which the slower pupils have a right to. 
The slow pupil has a right to an equal share of the instructor's time, 
and this is not always easy to give when the brilliant pupil is to be 
given individual and advanced instruction as the systems other than the 
group system necessitate. 

In general, it will be found advisable to hold seventh grade pupils 
quite rigidly to the execution of the projects offered. In the eighth grade 
pupils should be encouraged to modify existing projects, while in high 
school they should be encouraged to "work up" original ideas. By this 
time they should have acquired a fair fund of information and some 
judgment and appreciation. 



20 CORRELATED COURSES 

A glance at the outline on woodworking will show that the projects 
in eighth grade and in high school are most all of such a nature as to 
demand considerable repetition of processes. For illustration, in the 
making of the taboret there are eight dado joints. We have heard so 
much of the non-educational value of repeated processes that one may be 
inclined to question the arrangement of a course which introduces but 
two joints in the course of a year's work, as is done in the eighth grade 
of this outline. In view of the fact that very many courses introduce 
the glue joint, mortise-and-tenon, etc., in the eighth grade it may be well 
for the writer to state his point of view. It is this: The highest 
educational value comes not from many joints put to the pupil in such 
rapid succession that he has not time for the acquirement of a fair 
degree of proficiency, but rather from the mastery of a few by repetition 
so planned as to maintain a keen interest in each joint made. As a 
recent writer has said, "There is need for more investigation on the point 
that repeated processes are non-educational. Doing certain things until 
the process becomes automatic sometimes leads one to take the first step 
toward a higher freedom." This, in view of the present demands of 
industrial education, is the excuse for offering a few joints well made 
rather than many joints with the consequent mechanical indigestion that 
usually follows. As soon as the process has become fairly automatic, 
or when the joint has been fairly well mastered, then are we ready to 
proceed to new fields. In the seventh grade outline the introduction of 
new processes is more frequent. This is due to the fact that the 
operations are simple and of such a nature, planing for example, that 
future work necessitates their frequent repetition. 

The accurate use of the chisel is kept until the eighth grade, as is also 
accurate sawing to a knife line with the back-saw. It has taken us a 
long time to come to a realization that, while the chisel and saw are 
simple tools, their proper handling is not simple. A general survey of 
the groups for grade seven will show that each is concerned with one of 
the various type processes used in squaring up stock, both mill-planed 
and rough. In eighth grade the groups are concerned with the accurate 
use of the chisel and back-saw in chiseling, or paring, and sawing to fit. 

In Group IX, which is the first year high school work, the pupil may 
be expected to give most of his attention to the principles of simple 
joinery of board and framed structures with the necessary joints. A 
full set of individual edged tools should give the instructor excuse for 
demanding a much higher degree of technique than is to be found in the 



CLASSIFICATION AND ARRANGEMENT 21 

grades. The pupils will not be perfected in the use of the chisel, saw, 
and other tools but they should have acquired enough skill to enable them 
to proceed with the work of the mortise and tenon. 

Exercise pieces in mortise-and-tenons, miter, modeling and glue joint 
belong here. It is possible to arrange the work so that the modeling 
and glue joint exercise pieces may be considered under Application. The 
modeling exercise may well be a hammer handle, the metal part of which 
is to be worked in the metal class the other half of the first year. The 
glue joint may well be made upon wood of sufficient size that it may be 
used later, such as the taboret top. The mortise-and-tenon and miter, 
however, will be most profitable as exercises pure and simple. A 
moment's thought will indicate the reason for making the distinction. 

Many courses give modeling in the grades. Modeling to be of value 
requires judgment and experience. This a grade pupil has not. The 
first year high school is sufficiently early for this kind of work. To place 
it earlier is to give the pupil a wrong impression of the requirements of 
good modeling, and his later work, in pattern-making for example, 
suffers accordingly. 

Two machines should be made use of in the first year high school 
work, the band-saw and scroll or jig-saw. Both, when properly safe- 
guarded, are well suited to give the pupil his first acquaintance with 
machinery. There is little educational value in further excessive ripping 
by hand at this stage of the course. 

The cabinet-making course is not to be considered as manual training 
per se. It is best to make it optional and more purely a trade course, tho 
the work may still be individual in its nature. An exercise in making a 
small door and one in the making of a drawer will introduce the student 
to the use of most of the machinery specified. These exercises should 
be detailed so as to involve stock of the same size for each boy. In this 
way the machines may be set and all the parts of similar kind run thru. 
Classes of considerable size may be taught with the use of the minimum 
of machinery. Each boy should, of course, be taught the setting of the 
various machines. 

After these two exercises, with hinging and locking, the pupils may be 
allowed to work out pieces of their own choosing involving these 
elements, preparing their own stock, setting their machines, etc. In this 
way the "shop" practice, quantity or piece work, is obtained in the 
making of the exercises while the application later allows for the indi- 
viduality of the pupil. 



CHAPTER III. 

CLASSIFICATION AND ARRANGEMENT OF ELEMENTS OF MECHANICAL 
DRAWING FOR GRADES 7, 8, AND 9. 



MECHANICAL DRAWING 
GRADE VII. 

Time: 2y 2 hours per week for 12 weeks. 

Lesson I. 

Principles Applications 

Straight lines (Use of instruments) Introductory Sheet 

Angles 

Lettering 



Order of Procedure 
Relation of Views 
Blocking out 
Simple Dimensioning 
Scale 



Foreshortening 



Geometric Construction — 
Circles, Hexagon, Octagon 
Ellipse 



Hidden edges 



Lesson II. 

Woodwork Group I. 



Lesson III. 

Woodwork Group II. 

Lesson IV. 

Geometric Construction Sheet 

Lesson V. 

Woodwork Group III. 

22 



CLASSIFICATION AND ARRANGEMENT 21 

Lesson VI. 

Center lines Woodwork Group IV. 

Tangents 

Points of tangency 

Cross-sections 

Lesson VII. 

Working Drawings Woodwork Group V. 

Representing screws and nails 
Broken views 

Lesson VIII. 

Working Drawings (continued) Woodwork Group V. 

Representing screws and nails 
Broken views 

Lesson IX. 

Stock Bills Woodwork Group V. 

Lesson X. 

Figuring costs Woodwork Groups I-V. 

Lesson XI. 

Appreciation in Design Woodwork Group VI. 

Structural, Decorative 

Lesson XII. 

Templet or patterns Woodwork Group VI 



GRADE VIII. 

(Time: 2y 2 hours per week for 12 weeks.) 

Lesson I. 

Principles reviewed Projects or Problems 

Bennett's "Problems in Mechanical 
Straight lines Drawing" 

(Freehand sketches followed by 
mechanical drawings.) Group I. 



24 



Circles 



Tangents 



CORRELATED COURSES 

Lesson II. 



'Problems in Mechanical Drawing" 
Group II. 



Lesson III. 



Planes of projection 



Review 

Test problems 



Working Drawings 



Working Drawings 



Working Drawings 



Stock Bills 



Figuring costs 



Design-Structural, Decorative 



Templet or patterns, Working 
drawing, stock bill and cost. 



"Problems in Mechanical Drawing' 
Group III. 

Lesson IV. 

''Problems in Mechanical Drawing' 
Group IV. 

Lesson V. 

"Problems in Mechanical Drawing' 

Lesson VI. 

Woodwork Group VII. 

Lesson VII. 

Woodwork Group VIII. 

Lesson VIII. 

Woodwork Groups VII and VIII. 

Lesson IX. 

Woodwork Groups VII and VIII. 

Lesson X. 

Woodwork Groups VII and VIII. 

Lesson XL 

Woodwork Groups VII or VIII. 

(one piece) 

Lesson XII. 

Based on Lesson XI above. 



CLASSIFICATION AND ARRANGEMENT 



25 



HIGH SCHOOL 

(Time: fy hour per day for 18 weeks. Freehand Drawing and 
Design, ^4 hour per day, 18 weeks.) 

Lesson I. 
(3^4 hours.) 



Lettering 



"Problems in Mechanical Drawing' 
Group IX. 



Working drawings 



Lesson II. 



India stool, etc. See Woodwork 
Group IX. 



Working drawings continued 



Lesson III. 

As above. 



Stock bills 

Material costs figured 



Lesson IV. 

As above. 

Lesson V. 



Inking 
Straight lines 



"Problems in Mechanical Drawing' 
Group I. 



Lesson VI. 



Inking, continued, 
Circles 



'Problems in Mechanical Drawing" 
Group II. 



Lesson VII. 



Inking, continued, 
Tangents 



'Problems in Mechanical Drawing' 
Group III. 



Lesson VIII. 



Inking, continued, 
Views 



"Problems in Mechanical Drawing" 
Group IV. 



Lessons IX and X. 



Revolution of solids 



'Problems in Mechanical Drawing" 
Group V. 



26 CORRELATED COURSES 

Lessons XI and XII. 

Development of prisms and "Problems in Mechanical Draining" 

pyramids Group VI. 

Lessons XIII and XIV. 

Development of cylinders and cones "Problems in Mechanical Drawing" 

Group VII. 

Lessons XV and XVI. 

Intersections "Problems in Mechanical Drawing" 

Group VIII. 

Lessons XVII and XVIII. 

Isometric "Problems in Mechanical Draining" 

Group XI. 

Discussion of Drawing Course. The course in mechanical 
drawing, like that in woodworking, is arranged in groups according to 
the principles to be developed. The arguments for the group system in 
woodworking apply equally to the group system in mechanical drawing. 

There has been an aim to correlate the woodworking and mechanical 
drawing just as far as the logical presentation of each would allow. 
From the concrete and near by to the more general has been the guiding 
principle in laying out the course in mechanical drawing as well as in 
woodwork. For this reason the seventh grade problems in woodwork 
have been utilized to introduce the elementary principles in mechanical 
drawing. Even as the pupils of our primary schools learn to read 
without being conscious of the "dry bones" of language and spelling 
back of it, so, in the teaching of mechanical drawing, the aim is to 
arouse in the beginner an interest in the ability to draw and to read 
drawings, as an accomplishment, and to inspire him to work, because 
he sees that there is something he needs, wants, and must have. 

Little or no effort is made in seventh grade drawing to develop 
originality. Almost all effort is spent in developing a drawing technique 
and a good style. Most all of the pupils' drawings are made with plates 
before them. These they copy, using a different scale, however. To 
encourage the pupils to establish a high standard these drawings have 
been inked by a draftsman selected because of his excellence in this line 
of work. 



CLASSIFICATION AND ARRANGEMENT 21 

The drawing of the grammar schools in most places is best taught by 
the instructor in woodwork. Extreme care should be taken to see that 
the pupils are given the correct method of attack in making a drawing. 
They should be made to follow this instruction just as conscientiously as 
they are required to attempt correct execution in woodwork. In draw- 
ing, as in woodwork, slovenly habits come handier to some pupils, and, 
if allowed to become fixed, they will cause sorrow to the pupil and mis- 
understanding later on. In the very first drawing, for example, and all 
others, insist on having lightly penciled blocking out lines of indefinite 
length — lines that are just visible, that is all. Do not allow the pupil 
to form the habit of drawing a heavy line between two points previously 
located. It is needless to say that the pencil must be. of good lead, 
properly sharpened, and kept sharp. It is an excellent plan to insist that 
all construction or blocking out lines be left just as originally drawn, no 
eraser being used at all. If lightly made, as they should be, they will 
be inconspicuous in the finished drawing. They will be proof positive 
that the method of procedure has been the correct one, will save the 
pupil's time, and give him a lightness of touch that will come in to 
excellent advantage later on. After the drawing has been laid out in 
light lines and inspected by the teacher, the lines that represent outlines 
of the object can be gone over a second time and made to stand out. 

By the close of the seventh grade a boy ought to be able to read and to 
construct simple working drawings of three views properly related. He 
will have had all of the simple conventions and should know them by 
name with their meanings. While inking is not given a place in either 
seventh or eighth grade, the drawings should show a good finish in 
penciling and there should be no habits formed that will have to be 
overcome later. 

In eighth grade mechanical drawing, the first four groups review the 
principles introduced in the seventh grade. They are in the form of 
problems to be solved, however, and thus necessitate thought on the part 
of the pupil. 

In the solving of these problems a carefully made freehand, di- 
mensioned working drawing is first required. This, when correct, is 
followed with a mechanical drawing, full size and without dimensions. 
It will be noted that no attempt has been made heretofore to have the 
pupils make freehand working drawings or sketches. It has been the 
author's experience that better results are obtained by introducing the 



28 CORRELATED COURSES 

freehand drawings after the pupil has been taught and has had experience 
in the exactness of the mechanical drawing. 

The working drawings of this grade introduce no new principles 
but give opportunity for practice in more difficult combinations of 
elements. They provide opportunity for acquiring greater facility in 
handling the instruments which results in drawings that are to be used 
in the shops. While the drawings are copied from plates, as in the 
seventh grade, the pupil is permitted to modify the designs within certain 
limitations, with one problem in original design, structural and 
decorative. 

In high school drawing more time is allowed and the drawing be- 
comes more of a subject in itself, requiring more and deeper thought on 
the part of the pupil. The high school drawing course is complete in 
itself. The first four groups are given mainly as problems in inking 
but they furnish a review of that part of the eighth grade drawing 
incidentally. They also furnish a familiar starting point for the high 
school work and make of the high school course a complete whole. High 
school drawing is best given by a specialist. 

As in the eighth grade, these problems are to be solved and drawn 
freehand with dimensions. Afterward they are drawn mechanically and 
inked. The inking of problems is specified in only the first four groups 
in the outline for drawing. The amount of inking to be done thereafter 
will best be determined by the instructor. Too much inking has a 
tendency to result in careless penciling. It is for the instructor to 
determine w 7 hen his class is doing its best in both penciling and inking. 
The problems of these latter groups are well calculated to necessitate 
thought and study and the instructor w T ill do well to make much of 
this part of the subject. 

The making of high school working drawings is placed early in the 
course that they may be ready to use in the shop by the time the 
exercises in joint work preparatory to their application, are completed. 
These working drawings are to be original as far as possible. Plates 
of suitable projects are to be provided to give the necessary starting 
points. 



CHAPTER IV. 
SHOP ORGANIZATION 

1. Location of Shops. Shops for high school pupils will be 
located in or near the high school building. A special effort should be 
made to have both wood shop and drawing room placed in suitable 
environment. Where manual training has been introduced into high 
schools with buildings planned for academic work only, it has been the 
custom to place manual training in the basement and drawing in the 
attic, these being the only places available for subjects that had yet to 
prove their worth. Even today, when it is a well established fact that 
handwork as a part of our educational course has not only proven its 
worth but is prophesied a greater place in our educational scheme in 
the form of industrial training, some school authorities not only place 
shops in basements of old buildings but plan new buildings with base- 
ment shops. This is an economy with nothing to justify it but tradition. 

In many cities the custom of building basements high out of the 
ground serves to mitigate some of the evils, by giving a fair degree of 
light and ventilation. Any basement, however, that is formed with a 
cement floor directly on the ground will be damp in the spring and fall 
when the heating apparatus ceases to force warm air thru the rooms. 
The result upon tools, upon w T ood, and upon the health of those who 
must spend their time in such surroundings is not a matter of speculation. 

Any subject to be taught to the best advantage must not only be a 
subject that will win the respect of the pupils but it must be given 
surroundings that w T ill not tend to degrade it in the eyes of the immature 
student. Excellent work has been done in basement rooms and excellent 
discipline maintained under very adverse conditions but it has been in 
spite of these conditions and not because they do not influence the student 
unfavorably. In spite of the instructor's best efforts to create a feeling 
of respect toward the basement shopwork similar to that entertained 
toward the academic work, pupils in going from the comfortably fur- 
nished rooms above, in which the decorator's art has helped to make 
everything agreeable to the eye, unconsciously assume an attitude in their 

29 



30 



CORRELATED COURSES 




.M9C 
■ S MOJJ&HIHCV/W 



SHOP ORGANIZATION 31 

first conduct and deportment that places the shop instructor at a dis- 
advantage. 

The chief objection, aside from cost, to placing shops above ground 
is the noise. This objection has been met, and can easily be met by any 
competent architect. The accompanying floor plans are indicative. Fig. 1. 

In some high schools, the shops are entirely separated from the main 
or academic classrooms. This is unsatisfactory, as any one familiar with 
high school organization knows. The frequent change of classes after 
short periods makes the going from one building to another a matter of 
serious moment, especially in our northern winter climate. 

Shopwork has won its place fairly in our school courses and it is 
encouraging to note an increasing tendency on the part of progressive 
communities to place shop and drafting-room in environment calculated 
to create a feeling of respect, to give dignity equal to that of other school 
subjects, and to provide favorable conditions for the best working of 
materials. 

In the grammar schools the problem is but slightly different. In a 
city of any size, shopwork will need to be given in centers. The 
alternative of a shop in each school with an instructor going from shop 
to shop on different days of the week is hardly practicable. The equip- 
ment of a shop is a matter of too great cost to have it lying idle part of 
the school time. There is added disadvantage in that a peripatetic shop 
instructor cannot "keep up" his several shops with divided interest as 
well as he can keep up one in which he works constantly. 

The best plan is to have a center or shop located favorably for several 
neighboring schools and install an instructor in this center. The pupils 
are to be sent to him from a sufficient number of schools to occupy his 
entire time at this shop. 

Here again the basement makes its appeal to school authorities first, 
the basement of some one of the grammar schools being utilized for a 
shop center. Since almost all of the pupils come from other schools, 
there is no excuse, other than economy, in placing grammar school 
manual training shops in basements of schools already established. If 
the high school shopwork suffers a disadvantage by being placed in base- 
ment rooms, grammar school shopwork suffers more, and with less 
excuse. 

Since domestic science cannot well be taught in basements, and is 
objectionable on main floors because of noise and odors, and since there 
is no reason for having the laboratories directly connected with any 



32 



CORRELATED COURSES 




FIG. 2. EXTERIOR GRAMMAR SCHOOL BUILDING FOR MANUAL TRAINING AND DOMESTIC 
SCIENCE, EVANSTON, ILLINOIS. 



MANUAL 
TRAINING 

31-4 x 4 9 - 6 



/ 



BOYS COAT ROOM 



TOILET^ 

_1 



VENTT 



LUMBER 
ROOM 



PANTRY/ 



GIRLS 
TOILET 
o 

Y: 



DOMESTIC 
SCIENCE 

31-4' x 49-6' 




FIG. 3. FLOOR PLANS OF BUILDING, EVANSTON, ILLINOIS. 



SHOP ORGANIZATION 33 

grammar school building, the best plan is to erect a special building to 
house both manual training and domestic science. The cost need not be 
great and the building may be erected upon grounds of some one of the 
grammar schools. Evanston, Illinois, public schools offer a good illus- 
tration. -Figs. 2 and 3. 

The proper placing of centers in a community will depend upon the 
number of pupils to be cared for, the distance they must travel to get to 
the center, and the site available. 

2. Division or Allotment of Time. Two divisions of time 
are common in grammar school shopwork, the one-fourth and the one- 
half day period once a week. In some cities manual training is given in 
sixth, seventh and eighth grades of the grammar schools. In others it 
is given in seventh and eighth grades only. In the former case, to the 
best of the author's information, the period never exceeds one-fourth day 
each week. In the latter it very frequently occupies one-half day a 
week. The outline for drawing and manual training as given in this 
book presupposes the one-half day period. In favor of this period of 
time are the following: The pupils go and come to manual training on 
time out of school hours. This is a very decided gain and permits the 
placing of centers so as to accommodate schools of widely differing 
locations. Second, more and better work is accomplished in a one-half 
day period of one year than in a one-fourth day period for two years. 
In the one-fourth day period the pupil hardly gets his tools set and 
adjusted when the bell signals him to begin to "clean up," resulting in 
much unprofitable effort. Our college administrators, who are re- 
sponsible for originating the short and infrequent period spread over a 
long period of months or years, have long since found that better work 
and more of it is obtained where the study is given a more intensive 
view, the total number of hours for the course remaining the same but 
being condensed into less calendar time. 

The chief objection offered against the one-half day period is that the 
pupil becomes tired, exhausted, and therefore disinterested and trouble- 
some before the close of the period. Where the full two hours and a half 
are devoted entirely to shopwork, especially if the shopwork is of such a 
nature as to make little appeal to the interest of the pupil, this argument 
is valid. If, however, each period has its recitation on assigned study 
and its demonstration on the new work to be presented there remains 
but two hours of work requiring the student to be on his feet and, if 
the interest is what it should be, very few boys will complain of fatigue. 



34 CORRELATED COURSES 

The writer makes it a custom to give, in the place of the conventional 
recess, a short five minute rest period. Boys are permitted to talk and 
move about the shop but he has found that as many boys prefer to 
continue their woodwork as prefer to rest. 

If the one-fourth day period is to be used, it will be necessary to give 
recitations and demonstrations on alternate days, and will necessitate 
introducing the work lower than the seventh grade. It is hardly 
profitable to begin serious, systematic work lower than the seventh grade. 
and when it is begun in seventh grade it is hardly possible to make it 
serious with a time allotment of less than one-half day each week. 

There is not the same need for recess in shopwork as in academic 
work. A five minute rest period is sufficient to permit pupils to make 
known to each other their wishes or information. In this way it is 
possible to dismiss the pupils ten minutes earlier than they otherwise 
would be, thus allowing the morning class extra time for reaching home. 

In the high school the time allotment is generally permitted to be 
governed by the periods arranged for the academic subjects. The 
common arrangement is to give two consecutive periods equal to two of 
the recitation periods of the academic subjects for shopwork and another 
for drawing each day thruout the week. If the periods are one hour 
each, which is unusual in high schools tho common in colleges, but one 
period is given to the shop. 

Where manual training has been given serious consideration in the 
seventh and eighth grades of the grammar schools under competent in- 
structors it ought to be possible to cover the necessary benchwork in 
wood in the first half of the freshman year of the high school. This will 
leave the second half for turning or for benchwork in metal, preferably 
the latter. 

To mechanical drawing the first half of the freshman year of one 
period each day should be devoted, followed in the second half by free- 
hand drawing, perspective and design. 

The mechanical drawing of the grammar schools, it will be noted in 
the lesson outlines, takes the first twelve weeks or lessons of each year. 
Mechanical drawing in grammar schools is usually presented in one of 
three ways. First, by having the pupil make his drawing then im- 
mediately make the object drawn in wood, carrying on woodwork and 
drawing side by side thruout the year. Second, by having the pupil 
make the object in wood first, followed by the drawing. Third, by 
taking the first ten or twelve weeks of the year for making up all the 



SHOP ORGANIZATION 35 

drawings of that year, following this with a continuous application in 
wood. 

After experimenting thru a number of years the writer finds the third 
practice possesses many marked advantages. Among other things that 
make it more satisfactory are the following: It permits concentration 
of the pupil's attention upon one thing at a time. Where woodwork 
and drawing are carried on side by side or even where they alternate 
the pupil's attention and interest are divided. So much more interesting 
do the pupils find the woodwork with its freer activity that the drawing 
suffers immeasurably, it being almost impossible to get anything like the 
proper attitude toward the technique of drawing when the young pupil 
is allowed to see the immediate application in wood all around him. 
The instructor's struggles for neatness and accuracy in the drawings are 
no match for the barbarous haste of the beginner in his desire to get 
thru with the drawing and get at the woodwork. It is impossible to 
get concentration on drawing in a woodshop with tools all about and 
the knowledge on the part of the pupil that only the drawing separates 
him from the tools. 

The ideal way would be to have a separate drawing-room and equip- 
ment as in high school. This, however, is impracticable in most grammar 
schools. The woodworking teacher being the drawing teacher makes it 
impossible to utilize both shop and separate drawing-room to advantage. 
The fitting up and heating of rooms that are to be used only part of 
the school time makes a separate drawing-room an unwarranted expense 
in grade schools. A satisfactory substitute is to utilize the woodshop 
benches for drawing benches but to remove all tools, having it distinctly 
understood that ten or twelve weeks are for drawing, and that, no matter 
how many drawings are produced by a pupil, he will begin no woodwork 
until the time allotted to drawing is up. It becomes possible to secure 
the right attitude toward the drawing. By this concentration of at- 
tention both drawing and woodwork are the gainers. 

Second, it enables the shop instructor to tell what supplies are going 
to be needed for the woodwork and to get them delivered in time without 
returning from his summer's vacation several weeks before school begins. 
In the twelve weeks of drawing the woodworking tools and equipment 
can be looked over and put in order in plenty of time without breaking 
into the summer months that belong to the instructor. Where the 
woodwork begins at the beginning of school in September the instructor 
must either take the fore part of his vacation at the close of school to 



36 CORRELATED COURSES 

put his tools in shape or, if he has them simply cleaned and vaselined 
by the pupils and stores them for the summer, he must come back several 
weeks before school. This is true whether he does his own sharpening 
or has it done, and the advantage in having woodwork begin some weeks 
later than school is very manifest. 

Third, this latter arrangement gives the pupil an intelligent preview 
of the whole year's work in wood thru the drawings he makes in the 
first ten or twelve weeks. 

Mechanical drawing, even in the grades, has a right to a clean, 
quiet, well lighted room without unnecessary distractions either to the 
eye or ear. This, with a definite understanding on the pupil's part that 
drawing technique is the major and the utility of the drawing the minor 
consideration, should put the pupil in the right attitude toward his 
drawing work and make it possible to secure the best drawings he is 
capable of producing. No one, not even a finished draftsman, could 
produce good drawings surrounded by the noise and dust of neighboring 
woodworkers. Under the alternating system there are always slow 
pupils who, if they finish their drawings before they make the application, 
must do it while the others are working in wood. Add to the noise and 
dust this pupil's feeling that he too ought to be at his woodwork and 
the limit of unfavorable conditions for producing a drawing are reached. 
Making the year's drawings the first twelve weeks of the year enables 
one to avoid these unfavorable conditions. 

Fourth, this arrangement makes possible a graduated transition from 
the quietness and restrictedness of the academic class room to the noise 
and greater freedom of the woodshop. 

When beginning pupils come to the grammar school manual training 
shop for the first time at the beginning of school in September, it is with 
an overplus of energy and noise. To reduce these sufficiently to permit 
of getting anything like satisfactory results in shopvvork, the instructor 
is placed at once squarely before a large problem in discipline. This 
problem is very greatly simplified by introducing the pupil to ten or 
twelve weeks or lessons in mechanical drawing before beginning the 
woodwork. 

Conditions surrounding a pupil in mechanical drawing classes are 
very similar to those he finds in his regular academic classes and he can 
readily be brought to understand that quietness, and orderliness with 
seriousness of purpose are as necessary a part of his manual training as 
of his academic work. After this attitude has been fixed in the pupil's 



SHOP ORGANIZATION 37 

mind in connection with his manual training thru the mechanical 
drawing when the transition to woodwork is made, where more freedom 
must be allowed, the pupil will be better able to distinguish between 
legitimate noise and noise that is entirely unnecessary, and between 
freedom and license. 

3. Informational and Related Matter Pertaining to 
Woodwork and Mechanical Drawing. Closely related to any 
subject is a vast fund of informational matter. If the student is to have 
an intelligent understanding of the subject matter, he must be given 
opportunity to become acquainted with at least the most important of 
this related information. 

In the seventh grade the necessary study of tools and processes occupies 
the pupil's time fully. In the eighth grade opportunity offers itself for 
introducing such subjects as wood structure, tree growth, lumbering, 
and milling. In high school, the pupil should be made familiar with the 
most common woods, their classification, characteristics, and uses. 

High school pupils should be assigned outside readings on forestry. 
They should secure and classify specimens of the more common woods 
and should be able to recognize the tree by leaf, fruit, bark, wood and 
tree form. See Figs. 4, 5, and 6. 

In the grammar grades, mounted specimens should be prepared il- 
lustrative of tree structure, shrinkage, defects, etc. As in the high school, 
pupils should be encouraged to seek and prepare specimens illustrative of 
the subjects under consideration. 

It is now possible to rent or purchase very excellent lantern slides on 
forestry, lumbering, milling, etc. Add the use of these to that of the 
mounted specimens if at all possible. 

The detailed lesson outlines indicate definitely where these subjects 
are to be given attention in the course. The pages of the text are also 
indicated. The high school library should be provided with the very 
excellent bulletins of the United States Department of Agriculture, 
Division of Forestry, most of which are for free distribution. 

4. Woodfinishing. The subject of woodflnishing is treated in 
a manner quite similar to that of woodworking. No pieces of woodwork 
that should have a finish are ever sent from the shop until they have 
been treated to a finish calculated to make them fit for immediate placing 
in their future surroundings. 

While the general outline of the course in woodwork makes no men- 
tion of woodflnishing, the lesson outline indicates the gradual intro- 



3S 



CORRELATED COURSES 



duction of the subject, beginning with the simplest finishes first and 
terminating in high school in the rubbed copal varnishes. 

In woodfinishing, as in woodworking, the aim has been to have the 
pupil treat the subject in a serious and workmanlike manner. In 
seventh grade little woodfinishing is done. The woodworking processes 
need the centering of the pupil's attention, in the first place. Second, 







<: 




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BL A 


Hta 


9h 

1 \ < s 


1 


I 




■ 


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m 


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i 






i 


■r w 


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........ j 




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FIG. 4. 



CHART ILLUSTRATING WOOD STRUCTURE. 

By T. B. Kidner. October. 19)8 M/nual Training Magazini 






SHOP ORGANIZATION 



59 



the simple pieces which the beginner is able to make require no finish 
as a rule. In one group stain and wax is used. This is the group 
in which decorative design is emphasized. In the eighth grade the 
woodfinishing problem becomes important. Almost all of the pieces 
require a finish. 




FIG. 5. CHART ILLUSTRATING TIMBER DEFECTS. 

By T. B. Kidncr. October 180ri Manual Training Magazine 



4(1 



CORRELATED COURSES 



The greatest obstacle to proper woodfinishing lies in the desire of the 
pupil to take his piece home as soon as the woodwork is completed. 
Unless a definite understanding is had with the class beforehand, proper 
woodfinishing is difficult to obtain. Most boys are subject to reason, so 
that it is not at all necessary to have woodfinishing slighted or to resort 
to makeshifts. The writer makes it a practice to take plenty of time 




FIG. 6. CHART ILLUSTRATING PROPERTIES OF TREES. 

By T. B. Kidncr. OcLober, 19 18 ;\ anual Training Magazine 



SHOP ORGANIZATION 41 

when the subject of woodfinishing comes up for its first discussion to 
explain in detail the commercial methods of finishing fine furniture, a 
piano for illustration, counting the different operations and coatings it 
will receive and the labor and time expended upon the finish. A com- 
parison is then made between a finely rubbed finish and the cheap, sticky, 
unrubbed finishes of cheap furniture. 

Having established in the minds of the pupils the fact that wood- 
finishing is an art second to none and that it requires time to do it well, 
there is not that impatience that breeds sullen looks when the wood- 
finishing is to be begun after the woodwork has been completed. The 
pupil will take the woodfinishing as a matter of course and goes about it 
in a cheerful and manly spirit. 

In grammar schools, woodfinishing has been made as simple as is 
consistent with good work. Coming as the boys do but once a week and 
each finishing application requiring over night for drying or hardening, 
the total time is quite long even with the simple finish of filler, shellac, 
and wax. If the pupil wishes a very dark finish, a stain which requires 
one or more periods must precede his filler. 

In high school, pupils come every day thus permitting the application 
of rubbed varnish finishes, either shellac or copal, without unnecessary 
loss of time. Here special finishing rooms are necessary. 

5. Structural and Decorative Design. Among other re- 
quirements for a course in woodwork and drawing as stated in the fore- 
word is this: "At least a few problems should be given which involve 
invention or design or both, thereby stimulating individual initiative on 
the part of the pupils." The present outlines in woodwork and drawing 
have been planned with this in mind. In the seventh grade the pupil is 
given little opportunity to exercise his. initiative in either woodwork or 
drawing. The reason for this, as has been previously stated, is a firm 
belief that initiative in any subject to be of value must be based upon a 
fair knowledge of the subject matter dealt with, its limitations and its 
possibilities. In other words, that appreciation must precede invention 
or initiative. 

With the limited time allowed manual training, at most one-half 
day each week in the general educational scheme, a seventh grade be- 
ginner has about all he can well manage in becoming familiar with his 
subject matter, with learning to handle his tools and work his material. 

But one group in the seventh grade will admit of decorative design. 
These problems, Group VI, have purposely been made simple as to 



42 CORRELATED COURSES 

woodwork that the pupil may give most of his attention to the design. 
In eighth grade, modifications of outline and dimensions of any project 
are permitted where a fair degree of merit is shown. Modifications of 
joints or fastenings are not to be made, however, unless a pupil wishes to 
transfer a project from some other group into the group in which the 
class is working. 

In high school the pupil is expected to "work up" in his drawing class 
projects original in so far as his ability will permit, subject to limitations 
mentioned hereafter. 

Eighth grade boys are expected to make at least one application of 
decorative design to the pieces of woodwork made. The projects made 
by the high school boys are, as a rule, not so well calculated to take 
decorative design. Their efforts at decorative design will come later in 
connection w T ith the metalwork of the first year. 

In high school the design is to be taught by special drawing teachers 
who have informed themselves of the limitations of the shop methods 
when it comes to applying these designs. It is for the shop instructor to 
specify the kind of joint or joints that are to be used and the material, 
also the limitations as to decoration. Present methods of organization 
in high schools hardly permit of the teaching of shopwork and design 
and by the same instructor, which is the ideal w T ay providing, of course, 
that the instructor is expert in both. This is a combination difficult to 
find. It is gratifying, however, to know that some schools are insisting 
that their shop men become informed in design as well as shopwork. 

While these drawings are being wwked up in the drafting room the 
pupil's shop periods are given over to the making of the exercise joints 
and mastering the principles involved in their making. By the time 
these exercises are completed, the working drawing will be completed 
ready for use in the shop. 

The proper correlation of design and shopwork is not a problem 
beyond solution, because of the direct relation of the two departments, 
providing there is a strong administrative head able to secure proper 
esprit de corps. In the grammar schools, however, the problem becomes 
less satisfactory of solution by correlation. 

The first objection lies in the fact that the regular grade teacher has 
both boys and girls to teach and the problems must therefore be the same 
for the whole room. The second objection lies in the fact that the 
problem in design has to pass thru too many hands before it reaches the 
boy. If design is to be taught to the best advantage, it must have the 



SHOP ORGANIZATION 43 

interest of the teacher and she must have an intelligent understanding 
not only of the subject of design but of the particular problem that is 
to be presented. The difficulties in the way are not insurmountable 
where the drawing supervisor herself presents the problem to the pupils. 
Even here, however, one frequently finds the drawing supervisor so 
much more interested in the freehand drawing that her dislike for the 
design makes her unfitted for such correlation work. 

When, however, as is the case in cities, the drawing supervisor must 
reach the pupils thru the regular teacher, correlation becomes in most 
every instance a farce. The teaching of design is another imposition on 
an already overburdened grade teacher. Very seldom does she under- 
stand the problem and it becomes a distasteful subject to be got over in 
the easiest way possible. Department teaching in the upper grammar 
grades would do much to aid in the correlation of drawing and shop. 
Until this is made possible, we can hope for little in the way of results 
from grammar school correlation, unless it be in a small system where 
the supervisor teaches the children directly. 

The whole subject of design as it relates to woodworking is a constant 
source of, discussion among manual training shop men. Many good 
teachers insist that design has no place at all in a course in woodworking. 
Others admit that it ought to have a place but feel that the results 
obtained do not justify the time spent upon it. Still others approach the 
whole field of woodworking from the side of design, tool processes and 
organized woodworking subject matter being mere incidents to the 
problem in design. 

Like every extreme position each of these points of view has good in 
it, but there is sufficient error accompanying each to impair the validity 
of the conclusions and to make the resulting applications unhappy as. 
related to ordinary public school conditions. 

The whole subject of design as it relates to the manual training shop 
is one that has demanded thought on the part of the author. It is one 
of those places where teaching theory failed to bring efficiency either in 
the results obtained in design or in the reaction upon the boy. He has 
been forced to the opinion, from his own experience and from his 
observation of the efforts of others to teach design to grammar school 
pupils, that the cause for dissatisfaction and discouragement is due to 
our insistence upon one and only one method of presentation — the in- 
ductive or svnthetic. 



44 CORRELATED COURSES 

In judging results we must consider the results obtained from every 
member of a class and the good each boy has got out of his experience. 
This efficiency test most effectively excludes the exhibition of a few 
"accidentals" as evidence that our method is the correct one. There is 
no reason why design should seek justification on any ground other 
than that offered by other subjects. 

Inductive or synthetic teaching of design has its place ; so also has the 
deductive or analytic. Happily those educators who insist on the use 
of one method or the other only are becoming few. In other subjects 
we are finding that the teaching results which demand the respect and 
approval of educators of safe and sane judgment are obtained by the use 
of both methods interchangeably. There is no formal notice when one 
is to be used or the other — whichever method fits the occasion is used 
without apology. This is right; to do otherwise is to sacrifice the boy 
or girl for the sake of the method. We are all agreed that the child is 
the more important consideration. In fact, some psychologists tell us 
that induction and deduction are one and the same process, the difference 
being merely a matter of emphasis. It is this difference in placing the 
emphasis that we seek to discuss. 

Our methods in the high school have made much of the inductive. 
This is right. Pupils of high school and college age are ready for this 
method, tho our high school pupils often would profit by having a little 
less of this with more of the deductive. 

However, when it comes to grammar school teaching, the maximum 
of use -has to be made of the deductive or analytic method. This is 
acknowledged in the academic subjects. Woodworking when taught 
so as to meet the efficiency test that is applied to academic teaching also 
makes use of this method mostly. Our design, however, has always been 
taught by the inductive or synthetic method, no one seeming to have the 
temerity to make use of any other. As a result we find the views of 
design in the grammar school as stated above. Those who advocate it 
urge the "accidentals" as sufficient justification. Those who reject it 
base their argument on the fact that results based on a few accidentals 
will not satisfy the same efficiency test that is applied to other subjects. 

Experience has shown, at least to the author's satisfaction, that the 
deductive or analytic method when given maximum emphasis with be- 
ginners in design is all that is needed to bring the results up to a standard 
equal to that of other subjects. It is the rational method of presenting 
any subject to beginners. 



SHOP ORGANIZATION 45 

The terms deductive and inductive have such wide application that it 
may be well to specify more particularly just what we mean. A concrete 
illustration will suffice to show the distinction we seek to make between 
what we choose to designate the deductive or analytic and the inductive 
or synthetic methods. 

Suppose we wish to have a class, with little or no information about 
the subject, design a booklet to meet certain specified conditions. Three 
distinct stages of progress manifest themselves in what we shall call the 
complete method. First, the pupils must be given information bearing 
upon the problem. Second, they must be given experience in handling 
problems of that type. Third, they will utilize this information and 
experience in designing the booklet to meet given conditions. 

The first step will be the taking of a type form and analyzing it. 
Either the instructor will demonstrate or, better, each pupil may be given 
a booklet of type form and required to take it apart and put it together 
again. Any way to give the pupil the information in a form that will 
cause it "to stick." In woodwork, it would be done by means of the 
traditional shop demonstration — a wise practice, since psychology teaches 
us that sight percepts are among the strongest. 

Second, the pupils must acquire experience. Let them make a booklet 
according to definite specifications provided them by the instructor. 

The process thus far is mainly deductive or analytic. So far there has 
been no invention or design, but the pupils are now prepared for it. 
Using the information and experience now available, let them design a 
booklet to meet certain conditions. This latter part we would call the 
inductive or synthetic process. 

We should have two aims in our teaching of design : ( 1 ) Apprecia- 
tion, (2) Development of the creative faculty. Since all must be able 
to appreciate good line and good form when they get out into life while 
only a few will ever become designers in a creative sense, it is essential, 
as it is also rational, that attention should be paid first to appreciation. 
Past efforts show how hopeless is the problem when we strive to give 
to the pupils appreciation of and feeling for line and form by demanding 
original forms in the very beginning. The beginner's efforts at creation 
are abortive and the appreciation that he derives is nil. By our insistence 
on this method we have given to our pupils the idea that design means 
making something out of nothing. He is not far wrong if we demand 
of him original designs before we have given him anything tangible upon 
which to work. We say tangible as distinguished from academic prin- 



46 CORRELATED COURSES 

ciples or rules of design. If nothing tangible is given the pupil he must 
get it outside of his school experience. This explains the superabundance 
of "wienerwurst" forms, boquets tied with ribbons, circles, etc., etc. 

It is possible to create unknown out of what is seemingly unknown. 
When we stop to analyze the process, however, we find that we have 
made use of information, appreciation, and feeling that are known. 
Sometimes we make ourselves believe that our pupils are creating un- 
known out of unknown without these requisites. Analysis will show 
that our continued suggestions to him, drawn from our own fund of 
known are the causes, and not the pupil's faculty. This method of 
teaching is the kind we have been used to in design. It works pretty 
well with small classes and individual instruction. Try it on large 
classes of beginners and it is not possible to bring results that stand for 
class efficiency. 

And why should this particular method be insisted upon exclusively 
with beginners? Why should not design, like mechanical drawing and 
woodwork and other subjects be developed upon a substructure consisting 
of information and appreciation secured by allowing or even insisting 
that the boy handle good design until he becomes saturated with a feeling 
for good line and good form? Of course, if any pupil comes to a 
beginning class with this information and feeling, due allowance should 
and can readily be made. It is highly probable that there would be 
less inclination on the part of our pupils to insist that designers are born 
not made were more use made of the deductive method. When the boys 
no longer see their efforts result in crudities and are enabled to acquire 
the necessary feeling and information as their work proceeds, then you 
find a happy and interested class that as a whole takes design as a matter 
of course and not as something intended only for the few. 

Whatever the method of teaching design in the regular classroom, 
lack of time demands the most direct treatment of shop design. A 
grammar school boy is not inclined to listen very patiently to anything 
that smacks of the academic. ( 1 ) Give the boy something definite with 
which to work and (2) keep him working, or "playing," as one has 
fittingly designated it, until he has made a conscientious effort to ''make 
it a part of himself," that is, until he succeeds in changing the form until 
it no longer resembles the original but still possesses the pleasing ap- 
pearance of the original. 

If he succeeds in doing this, he is well on the way to creative effort. 
Not all boys are of equal ability in other lines of endeavor, neither are 



SHOP ORGANIZATION 47 

they in this. By this method of attack, however, even the stupidest — 
usually stupid only in the matter of design — is not without compensation 
for his effort. He has learned somewhat of the principles that govern 
good design by hearing them explained and seeing them illustrated in a 
piece of good design. He will have developed some feeling for line and 
form thru having played with good line and form. He can at the very 
least fit the form given him to an outline made by himself after sug- 
gestions of good line placed upon the board. To this extent, at least, 
you have benefited him, whereas, by the usual method he — and there are 
many like him — would have simply sat idle in discouragement — if he 
were not more mischievously occupied. 

If our old art schools were to be criticised because they made too much 
use of the imitative method when they strove to give to their students 
information and appreciation and feeling for form and line thru coyping 
historic ornament, it would seem, from results obtained, both tangible 
and in the effect upon the pupils, that our modern schools are open to 
criticism when they seek to force originality upon immature minds before 
they have given these minds any information or feeling. 

Of course grammar school boys are not interested in historic ornament, 
at least not in America. This is the weakness of the imitative method 
and helped to bring in the movement which now seems to have swung 
to the opposite extreme — it lacks vitality for young pupils. Instead of 
giving the boy historic fragments, give him a form that is vitally in- 
teresting to him because he sees its immediate application in the thing 
that is to be made in wood. Let him play with this form combining 
imitation and modification and creation just as far as he is able. 

Make the problem concrete, stating the principles you have to state 
in a language the boy can understand. There will not be time to bring 
out every principle that might be involved in design. There must be 
time to bring out those involved in the particular problem under discus- 
sion. Balance and symmetry, for illustration, are pretty well understood 
by the boy in the simple form in which he will have occasion to use them. 

Take as an illustration the bookrack, Fig. 7. To present such a 
problem we would place upon the blackboard the blank forms as shown, 
also the decorative form as shown. 

The lesson immediately divides itself into two parts for consideration : 
(1) The Construction, (2) The Decoration. Under the subject of 
Construction our normal school notes would suggest the following points 
to be brought up: Use, Construction, Decoration; Requirements of 



CONSTRUCTION 



3 t 



t::"t 



~::::::i 



DECORATION 




ADAPTATION 




FIG. 7. TEACHING DESIGN IN THE PROBLEM OF THE BOOK-RACK. 



SHOP ORGANIZATION 49 

Utility; Limitations of Materials and Processes; Proportions of Parts 
and Details; Harmony of Parts and Details; Points of Force; Con- 
struction as Decoration. (According to Payne.) Under Decoration: 
Supporting Outline; Center of Interest; Symmetry; Repetition; Radia- 
tion ; Rythm ; Contrast ; Proportion in Curves ; Proportion in Spaces ; 
Unity; Subordinate Centers of Interest; Balance. 

Taking these in their natural order, but without making much ado 
about the "framework," the shop man who has made some study of the 
principles involved can call the boys' attention to the most important 
points : 

( 1 ) The construction. Since the shopwork is to be carried on by 
class instruction and not individually, it will be necessary to limit the 
joint or joints used to those specified for the Group in which the project 
is to be worked out. Joints of previous Groups may be used also. The 
book rack will be made in Group VII. Some form of the groove joint 
is to be used, none other. 

Here we call attention to the difference between the designer and the 
shop man in their handling of the problem. The discussion of con- 
struction gives the designer an opportunity to display the possibilities 
of his subject. He enumerates all the joints that may be used with 
propriety in making such a piece as the bookrack, and the pupils are 
encouraged to make use of as many varieties as possible. He is totally 
oblivious of the fact that, while this is good teaching in design, it is 
making the applications impossible except with individual instruction — 
a method of instruction that may be used in small school systems but not 
in cities. 

(2) The manner of placing the members and the use to which the 
rack is to be put will together determine the proportions of the members. 

(3) For decoration, we might depend entirely upon the good form 
of the outline and the stain and grain of the wood. With this particular 
piece, however, we shall make use of a decorative form which will be 
outlined or incised and colored with a dye. 

(4) Since the design is to be made in wood and wood splits easily 
along the grain, we must be careful in making an outline not to get 
sharp points. Also, in making a decorative design we must avoid thin 
parts that will bring incised lines close together. Also, we must take 
into account in planning the members the facts of shrinkage or swelling 
and the strength of the wood. The grain on the vertical members must 
extend vertically and that of the horizontal member must extend from 



50 CORRELATED COURSES 

vertical member to vertical member. This to be illustrated by referring 
to some similar construction. 

(5) In striving for pleasing outlines, or decorative forms either, 
strive to avoid a sameness made by using many lines or forms of the same 
size. "Large, medium and small" is a key that unlocks many a puzzle 
as to what causes unpleasant feelings in both outline and decoration. 
Long sweeping curves with short snappy ones, rather than a series made 
with a compass. Make a special point of the fact, which almost every 
boy overlooks, that the simple forms of outline are invariably the more 
pleasing. To the beginner design means making something unlike any- 
thing that was ever seen on the earth below or heaven above — hence the 
freakish, fussy forms that are usually offered. Try telling the class you 
are going to place an excellent form on the board then draw a well 
proportioned oblong and watch the expressions on their faces. Yet a 
well proportioned oblong with appropriate decorative form is one of the 
most pleasing of forms. There will be no need to urge them to make 
"unique" forms. Their inexperience and their zeal will produce a 
sufficient number. Rather urge, or insist that they postpone search for 
"unique" form until they have more information. 

Illustrate with blackboard sketches as you go along each of these 
points. Keep the boys "playing" with outline forms until you have 
assured yourself they have done their best. With them, pick out three 
of the best and place these in permanent form for keeping — put them 
on another sheet of paper. Next, start them on the decoration. The 
development of a decorative form will come much harder than the 
outline. Here again the beginner will want to exhibit "unique" forms 
— unique only in that they are founded upon his ignorance. Unless the 
boy is not a beginner, it will be necessary in about twenty-four out of 
every twenty-five cases to insist that he start with the form you have 
placed upon the board for his use. If you were dealing with a few 
pupils, you might take his "original" form and step by step get him to 
work it into a good form. With large classes this is not possible, nor is 
it necessary. Simply insist that he place the form given him in his 
outline and in so doing he will acquire enough feeling for line and form 
to enable him to proceed of his own accord. 

(6) Have the boy put on a supporting outline, that is, tell him to 
draw a line around his outline and parallel to it. Show the class on 
the blackboard how this is to be done. 



SHOP ORGANIZATION 51 

(7) Put in the main mass and break it up explaining as you do so 
that you are seeking to get large, medium and small forms-proportion of 
parts. Call attention to the efforts made to keep the lines in harmony. 

(8) Call attention to the center of interest you have created. It is 
unfortunate that lack of time forbids the boy's placing colors on these 
designs. Very frequently a touch of color is used to create a center of 
interest, the form for this in black and white not giving the proper 
significance at all. A design which in outline seems to be fussy because 
of too many parts will, by a proper selection and placing of colors, be 
made most pleasing. On the other hand, a design in outline that seems 
agreeable may, when in color, not be agreeable because the colors make 
certain parts stand out too prominently. A study of the color plate in 
Projects in Beginning Woodwork and Mechanical Drawing will make 
this clear. 

(9) If the form proposed happens to illustrate repetition, radiation, 
symmetry, or if some boy develops a form that does, take time to say a 
word about them. While you will not have time to "teach design" in 
the few lessons, a word here and there may serve to awaken further in- 
terest on the part of some boy. 

After all is said, we recognize that the time is short, that not much 
can be done. On the other hand, what little can be done is worth doing 
and doing well ; its possible significance can not be overestimated. 

6, Shop Excursions. In the grammar schools, and more es- 
pecially in the high schools, plans should be made for several excursions 
to near by shops in which the pupils may get an insight into the workings 
of related industries. The saw-mill, lumber yards, planing mills, furni- 
ture factories, architectural or drafting-rooms and, in fact, anything 
relating to the industrial employment of men and machinery may be 
visited. 

That the trip may be one of profit the instructor should see to it that 
the pupils are prepared for the trip by previous talks on what is to be 
seen and by after talks on the meaning of what they. saw. 

In every case it will be necessary, or at least advisable, to have a time 
arranged with the superintendent of the factory to be visited. Pupils 
should be given to understand that they are being privileged and must 
act the part of gentlemen, refraining from asking needless questions of 
the workmen or handling the equipment. In many factories no talking 
to the men at all is desired. The questions of young pupils are often 
impertinent and embarassing without their intending them so to be. The 



52 CORRELATED COURSES 

better plan is, as has just been suggested, to have the pupils prepared by 
preliminary talks then take them thru the shop with eyes and ears only 
open, clinching the lessons of observation afterward. 

Pupils should keep together in solid lines and, should any accident 
occur, the instructor should see that any loss to the factory owner or 
workmen is "made good." Usually the class will voluntarily make 
recompense. It is safer and less likely to cause embarassment if it is 
understood beforehand that all members of the class who go will be 
expected to help repay the instructor for any money so expended. 

One might think the company well able to stand such loss. It is, 
but it is not always the company's loss. Even if it were, their courtesy 
ought not to be abused. We have in mind a mold for an intricate piece 
of casting representing a day's labor for two men ruined by a student's 
accidentally brushing against it with his overcoat. As the men were on 
"piece work" it meant no loss to the company, except delay in getting 
out the finished article. It did mean a loss to the two men, who could 
ill afford it. The instructor quietly settled for the damage or loss and 
the pupils reimbursed him upon reaching school. This probably pre- 
vented the factory from excluding succeeding classes as undesirables. 
In woodworking shops there is little chance for such accidents. Never- 
theless workmen there do not wish their tools or work handled. Each 
class should bear constantly in mind, while on the shop excursions, that 
it is making succeeding classes welcome or unwelcome in that shop. 

7. Stock Bills. Every piece of woodwork made by a pupil con- 
sisting of more than one member should have in addition to the working 
drawing a carefully made stock bill. The reason is two-fold : It not 
only prevents the pupil's cutting out stock wrongly thru misreading the 
drawing, but it saves time for the pupil. It is a practice that he will 
have to master later in life if he follows any of the mechanical trades 
and is just as essential a part of his shopwork as is the drawing or 
woodwork. Where the drawings are made by referring to plates, ex- 
perience has shown that many a boy will be able to make a good draw- 
ing without fully interpreting its meaning. The making of the stock 
bill will show him his weakness, also it will show the instructor. No 
boy can make out his stock bill without being able to read his drawing. 
After the drawing has been made and then its stock bill, the boy will 
have become so conversant with the plans of the thing he is to make 
that few mistakes are made in working the wood, that is, mistakes due 
to ignorance of the drawing. 






SHOP ORGANIZATION 



53 



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All articles in seventh grade will be made of White Pine or Yellow Poplar; those in eighth grade of Chtstnut. 

Stock bills are not needed for articles composed of one piece of material only. 

Finished sizes are the sizes to which the pieces are to be planed. Your drawing will tell you these sizes. 
Pieces of irregular shape are to be figured at their widest and longest dimensions. 

Cutting sizes are obtained from the finished sizes by adding Ya" to the width and y 2 " to the length. Cutting 
sizes are the sizes to which you work in sawing out the stock preparatory to planing it. 

All stock will be mill-planed on two surfaces to the correct thickness except that for the ring toss, spool holder, 
game-board, and laundry register. Thickness of mill-planed stock will be the same whether for finished sizes or 
cutting sizes. On rough stock, or stock that has not been mill-planed, if the finished size in Ya" thick the cutting 
size will be l" thick. 


Sometimes it is possible to save material by combining two irregular pieces. The finished stock sizes will 
indicate the number of pieces while the cutting size will indicate the size of the single piece from which they are 
to be cut. 


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54 CORRELATED COURSES 

In the elementary schools the form of stock bill used should be as 
simple and explicit as is possible. The appended form is one that has 
proven satisfactory. That it may be in convenient form for student 
use, it has been included with "Projects in Beginning Woodwork and 
Mechanical Drawing!' as also is the Form for Price List and Estimate 
of Cost. 

8. Estimating Cost of Material. The accompanying form 
indicates clearly what is expected of the boys in figuring their cost of 
material. Since these costs are figured before the articles are made in 
wood, no account is taken of material wasted. With a carefully 
planned course of projects and an instructor who knows the possibilities 
of requiring a boy to reduce the size of his piece when one member has 
been reduced under size there is very little use for extra stock. As a 
" rule what stock is so returned can be used for other smaller parts. If 
a boy is unnecessarily wasteful, he should be required to figure extra 
stock. This is to be done only in justice to the other boys, not as a 
•\,w>. ch'e$l&.*to* the 'wasteful boy .v • Such boys, as a rule rather glory in their 
wastefulness. The best check for such a boy is to require him to use 
his original stock, reducing the sizes of all affected pieces as may be 
necessary. 

As this is, in all probability, the first problem in which the boys 
deal with approximate rather than mathematically exact results, the 
instructor should not become discouraged with their first attempts. No 
better opportunity exists for introducing the boys to problems such as 
will confront them after they leave school. The instructor will do 
well to check the boys' results by means of his own previously figured 
results after the boys are all thru their figuring. There is a difference 
between figuring for an answer previously given and figuring as they 
must after leaving school. 

In order for the boy to figure his bills he must have a Price List. 
A form for a price list such as is needed for the materials that are 
to be used in "Projects in Beginning Woodwork and Mechanical 
Drawing" is appended. The prices given are neither retail nor whole- 
sale but about midway between what the boy would have to pay for 
his stock bought in the limited quantity he needs and the cost to the 
school in quantity lots. Only the best of lumber is used. Money 
might be saved by buying short lengths but none is saved by buying 
"cull" stock with the expectation of cutting out the defects. The prices 
are for Chicago, 1911-1912, and are inserted for comparison only. On 



SHOP ORGANIZATION 



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56 CORRELATED COURSES 

lumber, 15 to 25 per cent has been added for waste in cutting up. 
Since all of the stock used in the grades is in board form, wood finish 
is figured only for the two broad surfaces. The price will be found 
sufficient to cover the material used on edges. The price will also 
cover such waste as ordinarily comes thru the inexperienced handling 
on the part of the boys — they will not "spread out" the materials to as 
good advantage as will a mechanic, of course. 

,-„„,„ PRICE LIST 1911-1912. 

LUMBER— 

Chestnut, 1st grade, clear, kiln-dried: 

S-2-S to Y%\ per square foot 5J^c 

S-2-S to 24", per square foot . lYiZ 

S-2-S to l", per square foot 9^2C 

Yellow Poplar or White Pine, clear, kiln-dried: 

S-2-S to y%", per square foot 5c 

S-2-S to x /i\ per square foot 6c 

S-2-S to 24", per square foot 7c 

Rough, l", per square foot 6J^c 

HARDWARE— 

Screws : 

1" No. 10, flat head, bright, each Y A z 

1*4" No. 10, flat head, bright, each ^c 

V/ 2 " No. 10, flat head, bright, each ^c 

2^" No. 10, flat head, bright, each l / 2 c 

3" No. 10, flat head, bright, each y 2 c 

y&' No. 10, round head, blued, each %c 

V/2" No. 10, round head, blued, each *4c 

Nails: 

6d, common wire (used with, and price included in Mission nail) 

1/4" No. 17 wire brads (used in Groups V and VI with y%" stock) 

enough nails for nailing one box. . lc 

\y 2 " No. 16 wire finishing nails (used in Groups VII and VIII) 

enough nails for nailing one project 2c 

No. 1617 and 1618 Mission nails, each lc 

miscellaneous- 
No. 81, y" brass shoulder hooks for key rack, each lc 

No. 81, l" brass shoulder hooks for plate rack, each lc 

2 x />" black Japanned wire coat hooks, each lc 

Wire hook for coat hanger, each lc 

No. 1214^ brass screw-eye and No. 1614 hook (calendar mount) per pair, lc 
Fixtures for electric lights and hooks for hall mirror are to be purchased by 

the individual — prices and tastes vary so greatly. 
Wood Finish : 
Stain, filler, shellac, wax or filler, shellac, wax or stain and wax, per square 

foot of surface lc 



SHOP ORGANIZATION 



57 



9. Lumber and Material Bill for High School. In the 

grammar schools the lumber is figured by surface measure per square 
foot and the form of bill is made as simple as is possible. A high 
school boy should be able to handle a problem somewhat more in 
keeping with commercial practice. In addition to the material cost he 
should keep account of the time expended in making his piece of wood- 
work so that he may £gure the labor cost as well. The small size of 
the stock used does not admit of the full commercial practice. This, 
however, ought to be explained to the class at this time. The following 
form is for High School use: 



price list, 19 — 19- 
LUMBER— Quality, 1st, clear, and kiln-dried. 



Kind of Wood 


Per 1000 feet when surfaced on two sides 


Thickness in the 
Rough 


%" 


1 1 

M" l" W IK" 2" 

i 1 


Yellow Poplar 














White Pine 














X Sawed White 
Oak 














Mahogany 














% Sawed Red 
Sycamore 














Black Walnut 














Plain Sawed 
Red Oak 




i 











HARDWARE— 

For prices on hardware consult Hardware Catalog provided for you. 

Figure retail price, that is, figure screws at price per dozen, not price per 
gross. 

WOODFINISH— 

Per square foot of surface covered. 

LABOR— 
Per hour. 

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CORRELATED COURSES 



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SHOP ORGANIZATION 59 

INSTRUCTIONS 

Under "pieces" put the number of parts that are alike. 

Under "size" put the various dimensions of pieces. In finding the sizes of 
the various pieces of lumber, examine the working drawings for finished dimen- 
sions, making due additions for tenons, then add ^4" to the width and Yz" to 
the length to allow for cutting out and squaring up. Tho you are to make use 
of stock mill-planed to thickness, you are to specify the thicknesses from which 
this mill-planed stock is got. Allow %" for mill-planing. 

Remember that length always means along the grain. 

Fractions of an inch in width and length are not considered. Neither are 
fractions of a cent in the final results. If the fraction is ^2 or over, take the 
next higher whole number. If it is less than J/2, drop it. Fractions of an inch 
in thicknesses that are over l" and fractions of a cent in the price per foot are 
to be figured as they are. 

Lumber is measured by the superficial foot which is l" x 12" x 12". Boards 
that are less than l" thick are sold by surface measure. In other words, boards 
less than l" thick are figured for quantity as l" thick. 

Standard sawed thicknesses are l", 1^4' > 1^"> 2", 2 l /i\ 3", 3^", 4". Thick- 
nesses less than l" necessitate re-sawing these sizes. In some communities the 
price per square foot for re-sawed stock varies for each difference of x /\" in 
thickness. 

In figuring, multiply the length by the width by the thickness, by the number 
of pieces. If any piece is less than l" thick figure it as l". Combine all results 
that are the same in price per foot. Reduce to square feet by dividing by 144. 
Reduce decimally and do not carry the result beyond tenths place. Dispose of 
any fractional part beyond tenths as directed above. Write your result in 
fractional form that the decimal point may not be overlooked and be the cause 
of trouble. 

The price list gives the price of lumber per 1,000 feet. The price per foot 
is readily obtainable. 

In figuring finish for these cabinet pieces, double the number of feet of stock 
as given by the stock bill to get the number of feet of finish. This is only an 
approximate method but is sufficiently accurate for such pieces as are to be made 
-in first year high school, as specified in "Advanced Projects in Woodwork," 
Group IX. 

10. Standardizing Materials and Tools. Standardization 
in the manual training shop is just as desirable and as profitable as in 
commercial shops. Not infrequently young teachers ' begin their work 
with the idea that the greater variety of tools and materials they can 
introduce into their course the richer is its content. To a certain 
extent this is true but experience will soon prove that there is a 
limit beyond which it is not profitable to go. In grammar schools, 
with classes of twenty, it is inadvisable to have more than one plane 
on a bench — or even in the general tool equipment, if the courses 



60 CORRELATED COURSES 

outlined herewith are followed. By planning the joint work carefully 
beforehand, or requiring the pupils to plan their joints according to 
certain standards as to size, no more than two chisels need be placed 
at the disposal of each boy and none in the general equipment. The 
same may be said of bits, etc. Make use of certain screw r sizes, as few 
as can be used to advantage, and equip in auger bits accordingly. This 
practice not only is less expensive but it enables the instructor to keep 
the equipment well in hand both as to sharpening and accounting. 

Except with individual oversight, in small classes, it is not advisable 
to plan projects for grammar schools in which holes smaller than fV 
diameter are to be bored. The expense of maintaining or replacing 
bits of smaller size that get broken is unwarranted. 

Of course, it is not to be inferred from the foregoing that any 
necessary tool is to be omitted, or that any tool is to be made to do a 
work that will cause it to be injured thereby. 

There is educational value in the way of imparting information in 
providing pupils with a different kind of wood for each project. This 
used to be specified in some of the very best courses some years ago. 
Today the tendency is not only to standardize the kinds of wood but 
to standardize the thickness. The economic problems arising from the 
handling of many kinds and sizes of lumber more than offset the in- 
formational value that pertains to the practice. A study of samples of 
wood that are placed within easy reach of the pupils will compensate 
somewhat for the loss occasioned by standardizing the kinds of stock. 
After all, the presentation of three or four type woods is about all that 
can be expected, as the work is now presented. 

Wood finishes can be standardized in a manner similar to that of 
lumber and hardware. There is undoubtedly educational value in a 
boy's making his own stains. Under ordinary school conditions, how- 
ever, it is not possible to have him do so. Nor is it advisable for the 
instructor himself to mix his own finishing materials. Even the most 
expert woodfinishers find it taxing their ability to mix a fresh lot of 
stain that will exactly match that of a previous lot. There is nearly 
always some boy, or boys, with pieces but partly covered when the stain 
in any given lot is exhausted. The best way, everything considered, is 
to make use of some standard color of finish in stain and filler. When 
a given quantity is exhausted it is an easy matter to order more of the 
same color with the assurance that the color of the new lot will match 



SHOP ORGANIZATION 



61 



that of the old. It is not possible to teach everything in the short time 
allowed and there are excellent reasons for omitting these. 

The price list and the list of equipment given herein show to what 
extent the author has standardized his material and tools. 

11. Records, Forms of Reports, Grading Work. The 

following forms have proven satisfactory. 



(Form for front cover' 



CLASS BOOK 



Manual Training Center. 
Instructor 



(Form for pages) 
School 



Grade_ 



Teacher. 



Names 



< 



o 



o c 





September 


October, Etc. 


1 












2 












3 












Etc. 













The foregoing form is for use in grammar school centers. One book 
for each center will suffice. On the cover, the instructor will fill in 
the name of the school at which the center is located, also his own name. 

There should be placed after ''school" on the inner page the name of 
the school from which any class of boys come. Their grade and the 
name of their academic teacher is to be filled in. 



62 CORRELATED COURSES 

In marking attendance in the class book, use a short straight line for 
absence. If a boy is marked absent and later comes in, a straight 
horizontal line thru the vertical line made to indicate absence will 
indicate tardiness. By arranging these marks in the square in some 
definite order the particular time of absence or tardiness can be told. 
For example, if a class comes to manual training once a week, a mark 
in the upper left hand corner may indicate absence or tardiness the first 
week of that month ; if in the upper right hand corner, for the second 
week, etc. 

In the column marked "Grade" will be recorded the teacher's estimate 
of the boy's work. In some schools boys are required to pay for 
material used. The column marked "Acct." is to be used in keeping 
record of money paid by the pupil. 

The column marked for deportment is not to be filled unless a boy 
insists in calling the instructor's attention to himself because of his 
misconduct. On such occasions a check is recorded after his name at 
the time reproof is given. 

These books will be taken up by the supervisor of manual training 
at the close of the year and will be kept by him. 

Boys who enter or leave at times other than the beginning or close 
of the regular school period should have the fact and date indicated in 
connection with their names. 

Where money is collected from students, the supervisor should insist 
that the instructor keep a separate purse for this purpose in addition to 
keeping a record in his class book. The class book record will be of 
service in checking the purse account and in aiding in settling any 
dispute between instructor and boy and in giving the supervisor a check 
in case any parent asks for information. It is not an unusual thing, 
however, for the instructor to find his purse account in excess of his 
book account. This is due to the fact that he has forgotten in the stress 
of other shop duties to make a record. In such a case the purse account, 
not the book account is to be turned in. Since the instructor is not a 
purchasing agent there will never be occasion for his book account to 
exceed his cash account. 

The directions given for the grammar school class book apply equally 
to this high school form, except that the week is the unit instead of the 
month. If a class comes five days in the week, a mark in each of the 
four corners of the square for Attendance and one in the center will 
indicate that the boy was absent or tardy five times that week. Always 



SHOP ORGANIZATION 



63 



(Form for High School) 
(Outer cover) 

School. 
Shop 



CLASS BOOK 



Instructor 



(Form for pages) 
Class 



Section. 



Names 



IS 



O 



5 c 
OhJJ 





First Week 





































Second Week, Etc. 



Etc. 



placing the marks in definite places for definite days will indicate what 
day of the week a boy was absent or tardy. 

At the end of each month there will need to be sent to the regular 
grade teacher information suggested in the following form. This form, 
when the teacher takes off the data contained thereon, is to be returned 
to the manual training center. The information contained upon this 
form is to be used by the regular teacher in making up her monthly 
report for the boys whose names are recorded. Deportment and at- 
tendance will be combined with similar marks in the regular work while 
the manual training grade will be recorded in the space so indicated 
on the regular monthly report. 

As for the form of the monthly report for the high school, most high 
schools have their marking systems so arranged that the different in- 
structors can transfer their markings directly from the class book to 
the card. If a form is desired, the grammar school monthly report will 
answer as well for the high school by changing the words "School" and 
"Grade" to "Shop" and "Section." 



64 CORRELATED COURSES 

MONTHLY MANUAL TRAINING REPORT 



School, 



Grade_ 



Teacher. 



Name; 



.s s 



H< 



C 






September 



October, Etc. 



Etc. 



To the Teacher — Deportment is satisfactory unless checked. A boy with two 
or more checks needs a word of caution and advice. 

Excuses for absence or tardiness are to be given the regular teacher except 
where a boy is absent from manual training but is in attendance at the regular 
school the same day. In such a case the excuse is to be given the shop instructor. 

In addition to this the teacher will appoint a monitor who will telephone to 
her the class attendance at the beginning of each manual training period. Un- 
warranted absentees are to be attended to by her. 

This record is to be returned at the very earliest opportunity to the manual 
training shop. Otherwise, it may be the cause of delay in your getting your 
class report from manual training the following month. 



SHOP ORGANIZATION 65 

In grading work the tendency today is not to try to make fine 
distinctions such as 83 per cent, etc. "Excellent" for work that is 
equal to that of a mechanic, "Good" for work that is above average, 
"Passed" for average work and "Poor" for work that is not acceptable 
will be sufficiently exact. If the system of marking is by numbers, mark 
by tens, as 90, 80, 70, and 60, seventy being "Passed." 

12. Shop Conduct. In conduct, a boy at the manual training 
center should be governed by the same rules that obtain in the regular 
school, with slight exception. 

It is sometimes argued that shopwork provides an opportunity for 
free and natural or unrestricted action on the part of the pupils. This 
they argue is a distinct advantage of manual training over the restraint 
of the academic classroom and results in greater development educa- 
tionally. Theoretically this seems reasonable. Practically, it soon be- 
comes evident that young pupils, such as our manual training boj^s, are 
lacking sadly in judgment in the power to discriminate between liberty 
and license in shop conduct. Allow them the privilege of talking to 
one another about necessary matters without asking permission of the 
instructor and you must be a strong teacher to prevent abuse of the 
privilege. To allow unrestricted conversation, however, is decidedly 
bad. Even with grown men and women working in shops, only re- 
stricted conversation is allowed. The reason is evident. If with men 
and women of supposed judgment there must be insistence on order and 
system, how much more so with immature boys. 

Have definite signals and insist upon their being heeded promptly. 
The three bells used in the regular school work serve well to open the 
school. One, the opening of the doors; two, the call to order; three, 
the tardy bell. 

Some instructors do not allow the pupils to enter the shop — do not 
open the shop — until the second bell rings. Other instructors allow the 
boys to enter the shop at the first bell and begin work as soon as they 
like. The first method is used mainly in large cities where large classes 
have to be cared for and where the boys are morally inacute. The 
second is preferable in some ways. It allows the pupil to make the most 
of his time. It has the disadvantage in that it requires the instructor's 
immediate supervision after the first bell, or else allows the pupil to 
commit errors because of no supervision. As a rule it is the boy who 
most needs the extra time who does not make use of the privilege. 



66 CORRELATED COURSES 

Of course, where pupils are not admitted to the shop before the 
second bell, provision must be made for taking care of them inside the 
building in inclement weather. 

To fully appreciate the merits of either practice it should be explained 
that each boy is to be held responsible for the tools at his bench and the 
class as a whole for all other tools. Each boy is expected to look over 
his tools upon coming into the shop that he may report any tool that 
is missing or damaged. Should he fail to make a report until late in 
the period, or not at all he should be made to feel the responsibility. 
Broken or lost tools should be paid for as the case merits. 

At the close of the period, all tools are to be in their places ready for 
the instructor's inspection. It should be explained to the pupils that 
this inspection is not to relieve them of responsibility but merely to 
assist them in avoiding an oversight. 

Unnecessary damage to the bench is to be reported and the responsi- 
bility fixed as is that concerning tools. 

At the ring of the tardy bell every boy should be in his place with 
his material, ready for work. Since the recitation generally follows the 
tardy bell, that should be the signal for quietness and attention such 
as is demanded in the regular schoolroom. The instructor will have 
marked his attendance by the time the pupils have got in order and the 
recitation may begin at once. 

Insist upon continued attention during the recitation and demonstra- 
tion. The author has made it a point to call upon any boy showing 
signs of inattention to recite. No boy likes to be considered a dullard 
and usually he will confess to inattention after which the proper note 
can be made of it. 

Where the full half-day is given to shopwork, a five minute rest 
period is advisable. This allows the boys to relax and to make known 
to one another their ideas. Where possible, they should be allowed to 
move about and converse freely. Under no circumstances, however, 
should there be allowed scuffling or loud talk, either at rest or before 
the tardy bell. Aside from the damage that might be done themselves 
and the equipment, there should be instilled a feeling of respect for the 
shop environment. 

The instructor should aim to have on each bench as many of the 
tools as will be in great demand. The general tools will be kept in a 
wall case. Permission should be given to boys to go after any such 
tool whenever he needs it without asking for it. Likewise it is ad- 



SHOP ORGANIZATION 67 

visable to allow boys standing permission to go to the drinking fountain, 
if it be in the same room, or to the wash basin or the finishing tables. 
It should be understood that there is to be no congregating at these 
places. Permission to leave the room should be required. 

At the close of the period a tap of the bell will be the signal for the 
boys to put away their tools and work, get their wraps, brush off the 
shavings from the bench top and from under the bench into the aisle. 
When all are ready and the tools have been inspected, the teacher's 
signal to rise, and then to pass may be given. Have the rows instructed 
to pass out in a definite order. 

A few schools require the boys of the last class of the day to clean 
up the entire shop. In many communities this is not advisable for there 
is some justice in their complaints that they are not janitors. There 
will be no objection by boys in any community, however, to brushing 
out from under and around their own benches. This practice makes 
the janitor's work comparatively light and does not offend the boy's 
sense of justice or fitness. They do not object to the cleaning of the 
room so much as to the idea of doing what another is paid for doing. 

The discussion of ways and means of maintaining discipline is not 
appropriate in a book of such brevity as this. Sufficient to say that a 
manual training teacher to do his best work should be a teacher well 
trained in methods of teaching and the psychological bases back of them. 
He should at least understand the art if not the science of good teaching. 

Where an instructor is engaged in teaching his entire time it is not 
just that he should be required to attend to formal disciplining of pupils. 
In most schools, therefore, an instructor, like the regular grade teacher, 
conducts his shop as best he knows how. When a boy insists in being 
unruly in spite of all the instructor can do, then that boy should be sent 
to the principal of the building in which he belongs for further treatment.. 
The shop instructor will be expected to make use of the many little 
devices for maintaining order that are required of other teachers. 
Otherwise he will find himself wanting to send boys to the principals 
more frequently than he should. His maintanance of order will be a 
much easier task than is that of the regular teacher. 

While these restrictions may occasionally work a hardship, they 
effectually prevent such injustices as the boy who is inattentive during 
the demonstration bothering the boy who was attentive, when it comes 
to doing the work. Our American boy is not in much danger of being 



68 CORRELATED COURSES 

Injured by our school requirements of order and discipline. In fact, 
he would be benefited by a little more strictness than is now the custom, 
both at school and at home. 

The high school shop bells will of necessity be those for other classes 
with the exception of the double period. There will be no necessity 
for a rest period, of course. 

13. The Lesson. An examination of the Lesson Outlines of 
Part II will make clear the component parts of the lesson. These parts 
are: Recitation, Preparation for Demonstration, Demonstration, Work. 

In making an analysis of the lesson, let us begin with "Preparation 
for Demonstration." The recitation really belongs to the preceding 
lesson, and will be discussed last. The preparation for demonstration 
consists in having a pupil read aloud sections of a text which bear 
directly upon the demonstration which is to follow. The purpose of 
this is primarily to assist in preparing the minds of the pupils for the 
demonstration. Of course this preparation could be made orally by the 
instructor. In centers where the classes repeat the work day after day 
for the full week, the instructor finds himself enthusiastic in giving the 
beginning classes their lessons but, in spite of good intentions, slighting 
the lessons of the classes that come the latter part of the week. The 
reading from the text insures every class equal attention. Of course, 
the instructor will enliven the text by the addition of information 
from his own experience. There are other uses for the text, such as 
a reference book in case the worker finds as he works that he has 
forgotten some point. Also it enables the instructor to formulate definite 
questions on the work with some assurance that the student can answer 
them the week following. The preparation must not be too elaborate. 
This is a common fault of beginners in teaching. It is a means, not an 
end. 

Some instructors object to reading before the demonstration on the 
ground that it detracts from the demonstration. When one thinks 
only of the exercise of observation this seems reasonable. It must be 
remembered, however, that young pupils are not skilled in making 
observations as are grown people. It is wise therefore to give them 
some aid in making their observations by giving them preliminary hints. 
In fact, those instructors who object to the preliminary reading fre- 
quently do precisely the same thing, that is prepare the boys for the 
demonstration, when they talk during the demonstration — they usually 



SHOP ORGANIZATION 69 

explain each step just before taking it. With the preliminary reading 
of the text very little talking need interrupt the demonstration, which 
may proceed rather rapidly. 

Here one sees the necessity for a well organized course. Each lesson 
must have its subject matter connected with previous knowledge of the 
class. 

A successful demonstration demands an equipment such that each boy 
may see what is being done by the instructor. The closest of attention 
should be demanded. The matter to be demonstrated should be un- 
folded step by step. It is not necessary that all the steps be given. 
Any steps that have been given in a previous demonstration may be 
presupposed. Little time should be lost between the demonstration and 
its application. 

The remainder of the lesson, the recitation, is to be given at the 
beginning of the next period or session. If shopwork has been lacking 
in one thing more than another it has been in the failure of the in- 
structor to "clinch" his instruction. "The best test that a person has 
understood a thing is, that he can reproduce it in his own way in his 
own words." 

The woodshop instructor has a right and, in justice to the boys and 
his work, should insist that they stand squarely upon both feet and ex- 
press the information asked for in good, plain, correct English. A boy 
who says he "knows but cannot tell it" only half knows. Unless he 
learns the lesson well enough to express it well, that lesson will soon 
fade so that when the instructor attempts to build upon that knowledge 
later, as he must, there will be trouble for both teacher and boy. 

In written tests insist upon a definite form and neat papers. For 
example, on one line have the date and name, one to the left side of the 
paper and the other to the right. In the middle of the paper on the 
line just below this, have the name of the subject. Insist upon marginal 
spaces at either side of the paper. Do not have the questions copied 
upon the boys' papers, but insist that their answers shall be in the form 
of complete statements, a subject and predicate — so complete that the 
instructor need not refer to the question to mark the answers. 

At all times use good English, never rough language if you expect 
the boys to respect you and the surroundings. Quietly correct their 
grammatical errors. These things cost little in effort and assist in 
overcoming the slovenly tendencies so characteristic of boys at this age. 



70 CORRELATED COURSES 

In the Lesson Outlines will be found questioning hints under Recita- 
tion. Some fifteen or twenty years ago out text books in geography, 
grammar, history, etc., had suggestive questions after each lesson. These 
questions were very helpful but like many another good thing they 
were abused. Weak teachers found it easier to conduct a recitation by 
putting these questions to the students in routine order, instead of using 
them merely as hints to enable them to present to the pupils all the 
matter of the lesson. To conduct a recitation by asking routine ques- 
tions like conducting a recitation with a text open before the teacher 
when pupils are required to recite without the text, is not the sign of 
the highest type of teaching and is bound to result in more or less 
formalism and lack of vital interest. 

Of recent years, texts have gone to the other extreme and not a few 
educators are wishing texts would give some hint as to the points of 
importance in the lesson. This the present book aims to do in the 
hints by questions under Recitation. These questions are purposely 
put in an incomplete form so that the instructor must needs formulate 
them before putting them to the pupil. They are intended, as are any 
public speaker's notes, merely to enable him to carry on the discussion 
or recitation in a systematic and logical manner, missing none of the 
important facts to be brought out. 

The whole time taken in any one lesson for recitation, preparation 
for demonstration and demonstration should not exceed, ordinarily, 
twenty-five or thirty minutes. 

It is a skilled teacher who can present a lesson to the best advantage. 
The best possible presentation is a subject that manual training men 
can investigate with profit. Asking questions and getting answers and 
giving demonstrations may mean much or may mean little in the way 
of developing the boys — nor can you tell always by the material results 
obtained — it all depends upon how these things are done. 

14. Maintenance. By maintenance we refer to the cost of keep- 
ing a center running after it has once been fully equipped, exclusive 
of teachers' salaries. This will be found to have several variable factors 
entering. A careless instructor can very quickly run the cost of main- 
tenance to a point almost prohibitive. The loss of tools by theft, waste 
of lumber in getting out stock, etc., the careless planning of the work 
so that articles are made, requiring much lumber and little work, quickly 
makes inroads upon the appropriation for manual training purposes. 



SHOP ORGANIZATION 71 

An allowance of ten per cent, for depreciation in equipment should 
be sufficient under all ordinary conditions. An allowance of one dollar 
per pupil per year should be ample where all material used is provided 
free. In fact, observation covering a period of several years shows that 
boys coming one-half day a week for the school year of ten months and 
making models similar to those in "Projects in Beginning Woodwork 
and Mechanical Drawing" cost the Board approximately seventy-six 
cents per pupil for maintenance. This center had very close supervision, 
however, and waste and breakage w T as reduced to a minimum. 

The most prolific source of monetary outlay is caused by planning 
projects — it makes no difference whether they are small or large, a boy 
uses just as much lumber in a given amount of time, — that require 
little effort in their construction. For illustration, a boy may make a 
taboret with four solid sides and with butt joints where he should be 
making a taboret with grooved joints. The former construction has 
its place, but should not monopolize the whole scheme as it is so often 
allowed to do. A course properly planned will show that the cost of 
eighth grade work, such as taborets, etc., is no greater than that of the 
seventh grade which is composed of much smaller but more numerous 
projects. 

Again, it is a mistake to plan many small projects consisting of small 
parts in the hope of effecting economy. The awkwardness of the 
average grammar school boy will make it necessary to discard much of 
such stock. Where the parts are of some size, it is possible in most 
every instance to give him a new but smaller set of dimensions and 
require him to continue to work on the piece originally given. 

A scrap box for holding small pieces that remain after cutting out 
stock from the board, closely supervised so that the boys shall look over 
the pieces it contains before cutting a full board, is another source of 
economy. There should be comparatively little "kindling" for the 
janitor, if due care is taken by the instructor. Above all things, it 
should be undertsood and enforced that no boy is to discard a piece 
once he has worked upon it without the instructor's permission. This 
he seldom needs to give for he can usually show the boy how to make 
further use of the piece in question by reducing its size. 

While most schools provide the materials free, some do not, but 
require the pupils to pay the actual cost of the material used should 
they care to take the article home. There is something to be said in 
favor of each practice. The latter is not unjust as it provides the 



12 CORRELATED COURSES 

necessary training. It tends to make class distinction, however, in 
communities where pupils are not able to purchase their pieces. On 
the other hand, it discourages the taking of things that are not really 
wanted and permits a most economical administration — provided the 
supervisor uses judgment in the selection of his projects. It tends to 
make him resourceful in providing projects of interest, which is an 
advantage provided the projects selected are in harmony with the 
general plans of the course, which is supposed to provide for the orderly 
introduction of processes. 

'High school pupils, according to the course outlined herein, will have 
about the same amount of time in the half-year allotted to benchwork 
in wood as do the grammar school boys in the full school year. The cost 
of maintenance will therefore be approximately the same for the half 
year as is that of the grades for the year. 

In purchasing supplies it is possible, where the courses are organized 
and the materials standardized as indicated herein, to save by ordering 
in quantity lots. The lumber can be purchased by the 1,000 feet of the 
various thicknesses wanted. Likewise the hardware can be got in 
quantity lots, with the assurance that next year's work will call for 
any stock that may not be used the present year. 

Short lengths in lumber are just as good as long for manual training 
purposes and are cheaper. 

Whatever is to be purchased by open quotations should be definitely 
specified so that one and only one quality can be delivered. 

The printed catalogs of the various dealers with their retail prices 
are helpful, tho these prices are always "shaded" when quantity 
quotations are asked. 



CHAPTER V. 
EQUIPMENT. 

15. Equipment, In the following discussion, effort is made to 
suggest type forms of equipment rather than to offer a complete treatise. 
The equipment offered may be added to or reduced as the exigencies 
warrant. While it is complete enough to do the work planned in the 
outline of the course in woodworking as given herein, and lists every- 
thing necessary to do the work in a most approved manner, it does not 
go to the extreme of listing every tool that might be used in a cabinet 
shop. It lists every tool that must be used for the work outlined. 

While it lists an equipment for grammar school and another for 
high school, the grammar school equipment with slight additions can 
be made to serve the purpose of high school work just as well in com- 
munities where the same equipment must serve for both. 

THE GRADE SHOP. The best arrangement of benches and other 
equipment, so far as completeness and convenience is concerned is that 
shown in Fig. 8. This is a floor plan of a grade school center. Mori't- 
clair, N. J. An extended teaching experience does not indicate any- 
way in which this arrangement could be improved. 

We quote from a description of this shop which appeared in the 
April, 1911, Manual Training Magazine. 

The shop shown in the accompanying illustration is one of six in the town 
of Montclair, N. J., and what is said of equipment holds true of the others. It 
is unique in that it is housed in a structure especially built for the purpose. 
This shop measures 29 by 54 feet, and, having windows on all sides, allows the 
arrangement of equipment with but little reference to space or light. The 
equipment consists Of twenty-four single benches with the usual tools, and a few 
essentials for simple metalwork. The benches are partially .equipped with rapid- 
acting vises, the old wooden ones being replaced as they wear out. 

The demonstration theater was designed for a class of twenty, but larger 
classes have made twenty-five seats necessary. The demonstration bench has both 
woodworking and machinist's vises. It is used also by students for such metal- 
work as comes in connection with the shop projects. This bench is provided with 
drawers for tools and compartments for sheet metals, etc. 

.73 



74 



CORRELATED COURSES 



The lumber rack was made by bolting five pieces of 4x4-inch chestnut to the 
side wall, and inserting six 21-inch lengths of l^-inch gas pipe in each upright. 
Such a rack is convenient, serviceable and inexpensive. 



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The glue and finishing tables, not shown in the pictures, have zinc tops, and 
are provided with drawers and compartments for keeping the materials used. 
They provide the means for doing with cleanliness and order what sometimes is 
a rather troublesome part of shopwork. 



EQUIPMENT 



75 




Fig. 9. interior of grammar school shop, montclair, new jersey. 




Fig. 10. LOCKERS FOR storage of unfinished work, grammar school 
shop, montclair, new jersey. 



76 CORRELATED COURSES 

The permanent exhibit case measures 20 inches by 5 feet 6 inches by 12 feet. 
It has adjustable shelves, glass doors, and is provided with the same style of 
lock as are the general tool case, supply cases and demonstration bench. 

The cabinets for pupils' unfinished work have been planned to meet the 
problem of providing a satisfactory place in which a pupil can keep his work 
from lesson to lesson. The first requirement of the shop seemed a standard size 
locker; secondly, it must be adjustable to provide for various sizes of projects; 
and lastly, local conditions demanded a system which could be moved without 
difficulty. The idea has developed into what is the most satisfactory system with 
which the writer (Albert F. Siepert) has had experience, either as student or 
teacher. A sectional case was designed which meets equally the needs of all 
classes in the art and handwork department, whether they be bookbinding, 
woodwork or sewing. Each section measures 20 in. by 24 in. by 36 in. The 
open case in the illustration shows the maximum number of compartments, eight 
pupils to the section, each pupil having a space &% in. by 10^ in. by 18^2 in. 
for his work. By removing four or six of the upright partitions, the space may be 
given to four or even to two pupils. Thus any piece of work up to llin. by 
18^ in. by 34 in. can be kept out of the way and under lock and key. Alternate 
sections are assigned to a class to avoid congestion and confusion. 

The cost of the building several years ago was $3,500. Local carpenters 
built the demontsration theater, lumber rack, cabinets, etc. The demonstration 
bench cost $27; the stain and glue tables approximately $4.50 per running foot; 
and the cabinets for unfinished work $12 per section. 

16. Size of Classes. It should be noted that the building was 
planned originally for twenty benches and that it now contains twenty- 
four. Twenty benches ought to be the maximum number so far as the 
giving of proper instruction is concerned. When more are given the 
instructor the conditions for the most efficient work are not good. This 
problem of accomodating twenty-four boys will have to be met, and 
may as well be planned for just so long as school directors insist upon 
crowding fifty pupils in the regular classroom when the teacher ought 
to have but thirty-five or forty to do her best work. Then, too, it 
frequently happens that a room contains more boys than girls. Some of 
these boys might be sent to another and adjoining center. It is best to 
plan to care for twenty-four boys, however, where the regular room 
enrolment runs above average. In this case the dimensions of the 
building as given in the preceding text should be changed. Enlarge 
the width of the building by six feet. This will permit the placing of 
the extra demonstration seats upon the platform and also allow sufficient 
Boor space near the lumber rack for cutting out stock, and about the 
finishing table, etc. 



EQUIPMENT 77 

In placing benches, plan to have the light enter over the back and 
the left end of the bench. That is, when standing at his bench, the 
light should strike the pupil in the front and left. 

An amphitheater is very desirable both in the high school and the 
grade school shop. In large classes it is a necessity. With small classes 
it is possible to make use of desk stools arranged about a bench. Many 
manual training centers, in fact, most manual training centers, do not 
have the amphitheater. This is no argument against its desirability. 
It simply means that the boys get but an imperfect undertsanding of 
the demonstration and that their work must suffer accordingly. 

17. Lockers, The locker problem is one that has been a source 
of trouble. The arrangement described in connection with the des- 
cription of the Montclair shop is by far the best solution of this problem 
that has come to the author's attention. The extreme length of pieces 
that can be accommodated is 34". A few pieces will be longer than 
this. These can be accommodated outside the locker or the locker 
sections may be planned large, say 40" in the clear. 

The grindstone is best suited for pupils' use in sharpening edge tools. 
Where a small motor is used for power, it is very desirable to have a 
small dry emery grinder for the use of the instructor. Ten dollars will 
cover its cost and it will pay for itself quickly. It can be placed near 
the grindstone. 

Unless the centers have frequent delivery of lumber supplies, or if 
there is no central cutting-up station, it may be found advisable to add 
to the building described a small room for the storage of quantity lumber 
with, possibly, a power saw in it. 

18. Bench and Tool Equipment for Grade Center. 

The individual bench is to be preferred to the two- and four-pupil 
bench. Aside from the fact that the double benches are not conducive 
to good order and system, it is next to impossible to get such benches 
to remain rigid without going to an inital expense that would be 
sufficient to purchase the individual bench. Unless they are rigid, 
it is an injustice to ask a boy to return accurate work. The effect 
that violent work at one side of a double bench will have upon fine or 
accurate laying out by some boy on the other side of that bench is not 
difficult to imagine. The only argument in favor of a double bench 
is economy of space. If space must be economized, it is better to place 
the individual benches back to back with just enough space between 
them to keep them from touching and thus shaking each other. 



78 CORRELATED COURSES 

The rapid-acting vise is desirable, if it is a good one. Some rapid- 
acting vises now on the market are not as desirable as the old fashioned 
continuous metal screw vise. A vise is in almost constant use and 
should be most carefully investigated before being specified. 

INDIVIDUAL EQUIPMENT. 

Bench, open frame without drawer, glued up top 23 in. by 52 in. tool 

rack, rapid-acting vise, approximate cost $ 10.00 

Jack-plane, Stanley or Bailey No. 5, each 2.09 

Wooden mallet, Stanley No. 1 .13 

Rule, Stanley No. 34 17 

Hammer, Maydole bell-faced claw, 13 oz .50 

Wing Dividers, P. S. W., 6" 23 

Chisels, socket firmer, Buck Bros., Y% and Y" both • -83 

Marking-gage, Stanley No. 62 .12 

Try-square, Stanley No. 20, 6" 21 

Saw, Bishop Handy Saw, 12", No. 9 . 75 

Swedish Sloyd Knife No. 7 40 

Bench Brush, No. 2A, Orr & Lockett 30 

Bench-Hook 25 

Chisel-Board 00 

Total $ 5.89 

GENERAL TOOLS FOR 24 PUPILS. 

6 Nailsets, cup pointed, assorted sizes, @ 10c $ .60 

6 Try-squares, Stanley No. 20, 12", @ 36c 2.16 

3 Turning-Saws and Frames, 18", @ $1.00 3.00 

6 Spokeshaves, Bradshaw and Field or Stanley No. 84, 2^", nut adjusted 

(a 59c 3 . 54 

3 Gouges, 1", No. 8, outside bevel, Buck Bros., @ 43c 1.29 

2 Ratchet Braces, Barber No. 33, 8" sweep, @ $1.45 2.90 

2 Plain Braces, Barber No. 13, 8" sweep, @ $1.08 2.16 

3 Crosscut-saws, Bishop No. 89, 22", 10 pt., @ $1.55 4.65 

3 Rip-saws, Bishop No. 89, 24", 8 pt., @ $1 .65 4.95 

2 Planes, Jointer 22", Bailey No. 7 or Stanley, @ $3 . 03 6.06 

2 Rose head Countersinks, Buck Bros., @ 23c .46 

2 Screwdriver bits, Buck Bros., @ 17c .34 

4 Screwdrivers, 4" blade, fluted handle, @ 25c 1 .00 

2 Auger-bits, \]/ A " R. J., @ 80c 1.60 

4 Auger-bits, l", R. J., @ 60c 2.40 

2 Auger-bits, y A " R. J., @ 50c 1.00 

4 Auger-bits, y 2 " , R. J., @ 35c 1 .40 

4 Dowel-bits, Y%\ R. J., @ 27c 1 .08 

4 Dowel-bits, y A " , R. J., @ 27c 1 .08 

4 Dowel-bits, ft", Morse, @ 12c 48 



EQUIPMENT 79 

1 T-bevel, Stanley No. 18, 8", @ 44c 44 

1 Monkey Wrench, Coes, 8", @ 50c 50 

1 Pair Combination Pliers, 6", @ 40c 40 

2 Combination India Oilstones, 6"x2"xl", in iron boxes, @ $1.00 2.20 

1 Oil-can, Y A pt, @ 18c 18 

6 Handscrews, No. 812, @ 40c 2.40 

2 Steel Bar Carpenter Clamps, 2^ ft., @ $1.69 3.38 

1 Set Steel Figures, tV, @ $1.88 1 . 88 

1 Shellac Can, 1-qt 78 

1 Kerosene Glue Heater, 2-pts. , 1.50 

1 Steel Framing-Square 1.00 

200 Individual plane-irons, @ 25c 50 . 00 

6 Coping-saws with Blades, @ 25c 1 . 50 

2 Brad-awls, @ 15c 30 

2 Scribe-awls, @ 15c 30 

List price $108.83 

SUMMARY. 

24 Benches, @ $10.00 $240.00 

1 Demonstration Bench 27 . 00 

25 Sets of Tools, @ $5.89 147.25 

General Tools 108.83 

List price $523 . 08 

Less 10% $470 . 68 

This estimate does not include lockers, shelving, machinery, etc. The 
cost of lockers, shelving, etc., can be roughly estimated by noting the 
price per foot as given in the description of the Montclair shop. A 
grindstone with motor power can be purchased for $30.00 for stone 
and $60.00 for motor. 

Where the instructor must do much grinding, a No. 101 Cortland 
Corundum Wheel Co. Grinder, cost with tool rest and two grinding 
wheels complete ready to belt $10.00, will be found an extremely satis- 
factory investment. 

Where power is not obtainable a Pyko Peerless Dry Emery Grinder, 
cost $6.00 with tool rest attachment, will give excellent service. It 
cuts much more rapidly than a grindstone and is therefore not so tiring 
on the one who turns it. 

In justice to other makers of tools it must be explained that the 
mentioning of the firm names is due to the fact that indefinite specifica- 
tions are worthless. There are other tools as good as those named, 



80 CORRELATED COURSES 

some of which are preferred by some manual training men to those 
mentioned. Those mentioned are first class in every respect and will 
serve to give the dealer an idea of the class of goods you want. It will 
be for the purchaser to see that he gets equal quality. By all means, 
avoid the poor grade tool whatever its price. Were it not for limited 
space the author would like to list other makers of first class tools. If 
one is not conversant with the different brands let him consult some of 
his mechanic friends. 

The prices given are list price for 1911-12, Chicago. A discount of 
at least 10 per cent, will be allowed for quantity purchase. 

19. Individual Tools. The individual plane-iron is not ab- 
solutely necessary. It is very desirable since the plane is in constant 
use. To make use of the same irons class after class is unjust to the 
good worker. He will spend a good part of the period getting his iron 
in condition only to find when he comes again the next week that it 
all has to be done over again. It puts a premium on slovenliness. True, 
the same argument holds for the chisels, and it would be well if in- 
dividual chisels could be provided. The chisel is not used nearly so 
much as the plane-iron and can, therefore, be used in common much 
better than the plane-iron. 

No machinery for cutting up stock, is included in the estimate. In 
most cities the high school machinery can be used for this purpose. Ac- 
cording to the course outlined, there will be little stock cutting by 
machinery required. What little there is might well be done as "busy 
work" by the more rapid workers thruout the year. Such stock could 
be stored away until needed. 

20. Equipment for Mechanical Drawing, Grade Center. 

Since the teacher of woodworking must also be the teacher of mechanical 
drawing in the grade center, no special room for drawing is advisable. 
With the first twelve weeks devoted to drawing, the woodworking 
benches can be used as drawing tables, the woodworking tools not 
being placed until all the drawing work is completed. When the 
shop is properly cleaned during the summer vacation there is no 
reason for its not being kept as clean as any special drawing room during 
the drawing period of twelve weeks. The benches should be scraped 
clean and shellaced. 

A blackboard is needed for both drawing and woodwork and may as 
well be placed in the woodworking shop. 



EQUIPMENT 81 

For the most efficient presentation of drawing there will need to be 
plenty of blueprints or plates from which the student may work. These 
must be so well executed, as to technique, that the pupil will have 
before him only the best as models. No one would think of placing 
before the writing class other than the best models of style and execution 
in penmanship, yet it is not infrequent to find mechanical drawing 
students copying from blueprints that are far below standard as to 
excellence. 

In presenting the problems, models will be found of very great help 
to the student in his efforts to interpret the conditions. Too much 
dependence should not be placed upon models in the work of older pupils. 

INDIVIDUAL EQUIPMENT. 

Drawing-boards, 16"x22", basswood, each $ .70 

T-squares, 22", plain blade, fixed head, each 20 

45° Triangle, 8" each 16 

30°-60° Triangle, 10", each 15 

Desk Stool, 24", rubber tipped, each 1.25 

Total $2.46 

Total for 25 sets, less 10% $55.45 

There will be needed in addition to the above a knife, scale, compass, 
and sandpaper block. The knife and rule used in the woodwork will 
serve equally well in the drawing. The sandpaper blocks or pencil 
sharpening blocks can be made in the shop. 

In connection with these blocks, it will be found expedient to have 
them so fastened to the bench that pupils cannot get them on top of the 
bench in sandpapering a point on the pencil. This can be done by 
fastening the block to the bench with a screw in such a way that it can 
be revolved from under the top of the bench when wanted. Otherwise 
beginners will have the bench top and then drawings covered with the 
fine lead of the pencil. 

In getting equipment aviod "baby" sets. A taboret drawing, to be 
well made, must be on a scale of Y\ f ' . This, with marginal lines will 
mean a paper of 12" by 18". 

PERSONAL EQUIPMENT. 

Excelsior or Eagle Pencil Compass. 
Pencil, Dixon Manual Training, 2H. 
Eraser, Ruby Pencil. 
Envelope for holding drawings. 
Thumbtacks, two. 



82 CORRELATED COURSES 

The personal equipment to be uniform should be purchased by the 
school and sold to the pupils. 

While this personal equipment may be kept in the woodworking 
lockers, some instructors prefer to have a special case of drawers to 
hold the drawing envelopes, and blocks of wood with suitable holes for 
holding the pencils, erasers, and tacks, monitors being appointed to 
look after them. 

The paper used need not be as expensive as that of the high school 
where problems are to be inked. A manilla paper such as is used in 
the regular or freehand drawing classes will answer admirably and can 
then be provided by the school. Such paper is usually purchased in 
sizes 12" by 18" and 9" by 12". The former is the desired size for 
the eighth grade work and the latter for the seventh grade. A 6" by 9" 
size will be found suitable for stock bills, where printed blanks are not 
to be provided. 

In the matter of paper, it is possible to practice economy without 
detracting from the drawing. All that are not wanted at the close of 
the year should be kept and the reverse sides made use of where ex- 
perimental penciling is required. 

Drawing quipment will be stored when woodwork is begun. 

21. High School Joinery Shop. The general plan of the 
wood shop for the high school will depend so greatly upon its relation 
to other shops in which wood is worked that the most that can be 
hoped by discussing it is that the plan offered may offer a starting point 
from which to work. In some communities the one shop will be all 
that is needed both for cabinet work, first year joinery, and pattern- 
making with, possibly, wood-turning. In other communities the number 
of students taking the work may warrant separate shops with full 
machine equipment for each. In still others it may be advisable to 
have adjoining shops but still necessary to make use of the same 
machinery. Some schools plan to have all the classes in one big room, 
sometimes having as many as seventy boys with three instructors. If 
this latter plan is followed, tho it is not advised, there should certainly 
be provided an adjoining demonstration room where the instructors 
may talk to the boys without the competing noises of other classes. 

Fig. 11 is a suggestive sketch. It provides for lockers similar in 
make-up to those discussed in connection with the grammar school. 




I. CLUE TABLE 
2..GRINDST0NE 
3. BAND SAW 
4.JIG SAW 
5.L0CKERS FOR 

UNFINISHED WORK 
6.WALL RACKS 
7.FINISHING TABLES 
8.TEACHERS DESK 



9. TOOL AND SUPPLY CASES 

10. EXHIBIT CASE 

1 1. LUMBER RACKS 
I2.CUT-0FF SAW AND TABLE 

13. CIRCULAR SAW 

14. PLANER 

15. JOINTER 

I6.INDIVIDUAL LOCKERS 
I7.GRINDER 



FIG. 11. SUGGESTED FLOOR PLAN FOR HIGH SCHOOL SHOP. 



84 CORRELATED COURSES 

General tools are to be kept in a tool room which may be placed 
in charge of a student assistant. Each boy is then to be provided with 
metal checks. When a tool is asked for the assistant will hang the 
student's check in the place of the tool taken out. Upon the return of 
the tool the check will be returned. 

First year students may be safely taught to use the band-saw and 
jig-saw, with proper safe guards about the former. Other machines are 
best kept in a separate room. 

Since high school pupils ought to be taught how to apply more 
difficult finishes, such as rubbed varnish, than those taught in the gram- 
mar schools, a special room will be necessary in order to avoid the 
shop dust. This room should be made fire proof, if possible, and should 
have racks about the walls upon which to place work being finished. 

22. High School Bench and Tool Equipment. 

The benches for the use of high school pupils are best when of the 
cabinet type having drawers below in which each student may keep his 
individual edged tools. Such a bench with drawers enough to accom- 
modate all the boys that will be able to make use of the bench during 
the day, with a hinged or revolving board upon which may be fastened 
the general tools that belong to that bench will cost approximately 
thirty dollars. This includes a first class rapid-acting vise. The in- 
dividual bench in the high school is as desirable as it is in the grades. 
Where a high standard of technique is to be demanded of the pupils, 
the following tools should be added to those specified for the grammar 
school bench equipment: 

INDIVIDUAL TOOLS. 

Smooth-Plane, 1^4" cutter, 8" long, Stanley $1.66 

Jointer-Plane, 2%" cutter, 22" long, Stanley. 3 .03 

Screwdriver, 6" Stanley 35 

T-Bevel, 6", Stanley 40 

Combination India Oilstone, l"x2"x6" 1.10 

Oil-Can 18 

Crosscut-saw, 20", 10 pt, Bishop No. 89 1.40 

Rip-saw, 22", 8 pt., Bishop No. 89 1.55 

Spokeshave, 2^" blade, Bradshaw and Field 57 

In place of the Bishop Handy Saw specified in the grammar school list, 
substitute Bishop No. 8 Backsaw, 10", cost 94c. 

Provide for each drawer, that is, provide each boy with the following: 

Chisel, 1", bevel edged, firmer socket, Buck Bros $ .57 

Chisel, ^4", bevel edged, firmer socket, Buck Bros 41 



EQUIPMENT 85 

Chisel, y%'\ socket mortise, Buck Bros 40 

Plane-iron for Jointer 29 

Plane-iron for Jack-plane .25 

Plane-iron for Smooth-plane 23 

Spokeshave-iron 15 

Sloyd knife, 2^" 40 

This list presupposes that the mortising of the first year will be done 
by chisel alone, no boring. If mortises are to be bored first, it will be 
advisable to equip each bench with a Barber's 8" ball bearing brace, 
cost $1.45. 

In addition to the general tools specified for the grammar school, 
make the following changes and additions : 

GENERAL TOOLS. 

Omit the rip- and crosscut-saws. 

Omit the plain braces in case the bench is so equipped. 

Omit handscrews and clamps, and glue heater. 

Add 1 doz. Handscrews, No. 812, cost each 40c. 

Add 2 doz. Carpenters' Clamps, wood bar, 2-ft., @ 85c. 

Add 1 doz. Carpenters' Clamps, wood bar, 4-ft., @ 95c. 

Add 1 Set Steel Letters, &" ', @ $1.88. 

Add 1 Steam Glue Heater, O. & L. No. 9, (w $9.50. 

Add 2 Draw-Knives, 8", L. & I. J. White, @ 65c. 

Add J/2 doz. Steel Cabinet Scrapers, @ 10c. 

Add 1 Set Auger-Bits in box, R. J. @ $4.00. 

MACHINERY. 

For the highest type of work the following machines should be placed 
at the disposal of the first year high school classes : 
Grindstone. 
Scroll or Jig-saw. 
Band-Saw. 
These machines should have proper safety devices and should be 
placed where they will be under the immediate observation of the in- 
structor. Machines for woodworking vary so greatly in price and 
desirability that it is not thought wise to specify any particular make. 
Only the experienced man will be called upon to equip with machinery 
and such an one will have the information necessary to make the pur- 
chase. 



86 



CORRELATED COURSES 



For the second year, or optional cabinet work, there should be placed 
at the disposal of the students, and they should be taught their use, the 
following machines in addition to those specified for the first year work : 

Circular-Saw. 

Machine Jointer. 

Planer. 

Boring Machine and Mortiser. 

Trimmer. 
It is possible so to arrange these machines that the circular-saw and 
planer may be used in getting out stock for other classes. The floor 
plan given contemplates such use. 

EQUIPMENT FOR HIGH SCHOOL MECHANICAL DRAWING. 

A special room should be provided for the teaching of high school 
mechanical drawing. 

A north light is best and the tables should be so placed that the 
light may come upon the board from in front and the left. If artificial 
light must be used, employ the inverted system. 




Fig. 12. table for mechanical drawing. 

Tables have much to commend them over the pedestal. They are 
easily swept around and keep a room looking orderly. Fig. 12 shows 
a type of table that is commendable. On the left are drawers for 
keping the students' instruments. On the right is a drawer for keeping 
general equipment that is used by the boys in common. Below this 



EQUIPMENT 87 

drawer is the cabinet for holding the drawing-boards. These boards 
are so locked that only the board belonging to the boy with the key 
can be released. Such a table with a top 24" by 48" and 41" high will 
cost $30, list price. Estimate for individual equipment will be as 
follows : 

TABLE EQUIPMENT. 

1 Table $30 . 00 

1 Stool 3.50 

5 Boards, of size to fit cabinet, @ $1.50 7.50 

5 Sets Instruments, German Silver, @ $5.00 25.00 

1 Scale, @ 38c 38 

1 T-square, 24", celluloid lined 1 .50 

1 45° Triangle, 8", celluloid 48 

1 30°-60° Triangle, 10", celluloid 48 

1 French Curve, 20 

1 Bottle Ink 25 



Total . . .$69 . 29 

PERSONAL EQUIPMENT. 

Sheets Paper. 

Heavy Manilla Envelope for holding drawings. 

Thumbtacks. 

Eraser. 

Pencil, hard, 4H. 

Pencil, soft, H. 

GENERAL EQUIPMENT. 
1 Roll Blueprint Paper, (not to be purchased until ready to be used). 
1 Blueprinting* Frame, 18" by 24". 
1 Roll Tracing Cloth. 
Blackboard Triangles, Straight-edge, Compass. 

There will also need to be cases in which to file the envelopes in 
which the students keep their completed drawings. If much blueprint- 
ing is to be done, there should be a suitable room with sink and running 
water. Where models are used, there should be a case for storing 
them when not in use. 

Practice varies greatly as to the amount of material provided by the 
school. Some schools require the pupils to furnish their own in- 
struments, as well as paper and other supplies. The advisability of 
requiring much or little will have to be determined by the social con- 
ditions of the community it is intended to serve. 



PART II. 
LESSON OUTLINES. 



89 






CHAPTER VI. 
LESSON OUTLINES FOR GRADE VII. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 1. 

Introductory Talk — 

The purpose of manual training. 

Explanation of signal bells — beginning, five minute rest, closing. 

Regulations concerning drinking fount, lavatory, toilet. 

Responsibility for tools; care of bench top. 

Shop deportment. To and from shop. 

Ownership of finished work. 
Preparation for Demonstration; Assignment for Lesson 2 — 

Essentials of Woodworking, Appendix III, Sections 1 and 4. 
Demonstration — 

The essential points in making Introductory Drawing. 

Instruments, lines, angles, lettering. 

Sharpening pencil — sandpaper. 
Work — 

All pupils begin Introductory Drawing. 
Note: — Copies of drawings from which pupils are to work should 
be in the hands of the pupils while demonstration is being given. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 2. 

Recitation — 

Working vs.. perspective drawings? 

Drawing instruments (T-square, etc.) How held? 

Kind of lines (vertical, oblique, etc.) How drawn? 

Angle defined. How measured ? Does extending the sides change 

the value? 
The angles of the triangles? How avoid inaccuracies at the vertex 

in drawing? 

91 



92 CORRELATED COURSES 

How many degrees in a circle? In the sum of the angles about a 

point? 
How would you draw an angle of 75 degrees? 
The order of procedure in putting on border and cutting lines? 
Why have a cutting line? 
Letters and figures, how proportioned? (Test pupils at black 

board.) 
After the proportions are once learned, how lay out for lettering? 
Preparation for Demonstration; Assignment for Lesson 3 — 

Essentials, Appendix III, Sections 2 (relating to scale), 3, and 6. 
Demonstration — 

The essential points in making Drawing for Woodwork Group I. 

(Cutting-board.) 
Order of procedure ; scale ; blocking out ; placing and spacing views ; 

simple dimensioning. 
Work — 

Complete Introductory Drawing. 

Make drawing for Woodwork Group I. 

Rapid workers measure, draw, and dimension three views from a 

rectangular block. (Blocks used in the study of woods.) 



GRADE VII. 

(Mechanical Drawing) 

Lesson 3. 

Recitation — 

Scale? Figures on the drawing vs. size of the drawing. 
Projection and relation of views — The four principles developed. 
Order of procedure — Determining the size and spacing; blocking 
out vertically; horizontally; dimensioning; lettering; inking; 
if not to be inked? 
Preparation for Demonstration; Assignment for Lesson 4 — 
Essentials, Appendix III, Section 2. (That part relating to lines, 
etc.) 
Demonstration — 

The essential points in making Drawing for Woodwork Group II. 

(Counting-board, key-rack, hat-rack.) 

Foreshortening. 



LESSON OUTLINES 93 

Work — 

Complete drawing for Woodwork Group I. 

Make drawing for Woodwork Group II. Counting-board. 

Rapid workers make another drawing in Group II. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 4. 

Recitation — 

The conventions — Seven kinds of lines — how made and their mean- 
ings? 

What part of a mechanical drawing is made freehand ? 

A broken view? Why used? 

Section drawing? Cross-hatching? 
Preparation for Demonstration; Assignment for Lesson 5 — 

Essentials, Appendix III, Section 5. 
Demonstration — 

The essential points in making Geometric Sheet. 

Circles. 
Work — 

Make the geometric drawing first. 

Complete unfinished drawings for Woodwork Group II. 

Rapid workers make other drawings for this latter group. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 5. 

Recitation — 

The hexagon? How made? 

The six point star? 

The octagon? 

The ellipse? 
Assignment for Lesson 6 — 

Review Essentials, Sections 1, 2, 3, 4, 5, 6 in Appendix III. 
Demonstration — 

The essential points in making drawings for Woodwork Group 
III. (Ring toss, game-board, laundry-register, spool-holder.) 

Hidden edges. 



94 CORRELATED COURSES 

Work — 

Complete drawings for Woodwork Group II. 
Make drawings for Woodwork Group III. 
Rapid workers make other drawings in Group III. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 6. 

Recitation — 

Perspective vs. working drawing? 

Instruments, their uses? 

Scale drawing? 

Seven kinds of lines? Their meanings? 

The freehand part of a mechanical drawing? 

Broken view? 

Cross-section? Cross-hatching? 

Four principles of projection? 

Spacings of letters and figures? 

Hexagon? Octagon? Six point star? Ellipse? 

Order of procedure in making mechanical drawing? 
Assignment for Lesson 7 — 

Essentials, Introduction, and Section 25. 
Demonstration — 

The essential points in making drawings for Woodwork Group 
IV. (Sleeve-board, bread-board, cake-board, scouring-board, 
coat-hanger.) 

Center and section lines, cross-sections, tangents, points of tangency, 
dimensioning circles. 
Work — 

Complete drawings for Woodwork Group III. 

Make drawings for Woodwork Group IV. 

Rapid workers make other drawings in Group IV. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 7. 
Recitation — 

Sharp, clean tools, why? 
Care of bench top? 



LESSON OUTLINES 95 

Some of the more important results in manual training? 

Take a rectangular block and name the terms used, length, etc. 

Grain? "Against the grain?" 

Face side, face edge? Other names? How and where marked? 
Why? 
Preparation for Demonstration ; Assignment for Lesson 8 — 

Essentials, Sections 52, 53. 
Demonstration — 

The essential points in grinding plane-iron. 

The essential points in making drawings for Woodwork Group V. 
(Polish-box, knife-box, bird-box, nail-box, broom-holder, 
bench-hook.) 
Work — 

Complete drawings for Woodwork Group IV. 

Make drawings for Woodwork Group V. 

GRADE VII. 

_ rt (Mechanical Drawing) 

Lesson 8. 

Recitation — 

Grinding tools? Why? 

How is chisel held ? Angle depends upon what ? How much ? 

Why move tool across the stone? 

The effect of frequent change of angle? 

Why turn the stone toward the tool? 

Why use water on the stone? 
Preparation for Demonstration ; Assignment for Lesson 9 — 

Essentials, Sections 54, 55. 
Demonstration — 

The essential points in whetting plane-iron or chisel. 
Work — 

Complete drawings for Woodwork Group V. 

Make other drawings for Woodwork Group V- 

GRADE VII. 
j ^ q (Mechanical Drawing) 

Recitation — 

Two kinds of oilstones? Advantages of manufactured stones? 
Advantages and disadvantages of coarse and fine stones? 



96 CORRELATED COURSES 

Why use oil on stones? 

How avoid wearing a stone uneven? How level an uneven stone? 

Explain fully how to sharpen a chisel? 

How tell when tool is at the correct angle? 

The movement, and caution? 

Explain fully cause and removal of wire edge? 

How get a still keener edge? 

Whetting a gouge? Use of slipstone? 
Preparation for Demonstration; Assignment for Lesson 10 — 

Essentials , Sections 56, 57. 
Demonstration — 

Testing chisel or plane-iron for sharpness. 

The essential points in making out stock bills. 
Work — 

Complete unfinished drawings for Woodwork Group V. 

Make out stock bills for drawings made of Woodwork Group V. 

Rapid workers make out bills for other groups. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 10. 

Recitation — 

How is a plane-iron sharpened? Why round the corners? How 
shape the iron for general use? 

Explain fully how to tell whether a tool is sharp or not? 

Caution in making the test? 
Preparation for Demonstration; Assignment for Lesson 11 — 

Essentials, Sections 20, 21, 22, 23. 
Demonstration — 

The essential points in figuring stock bills. 
Work — 

Complete making out of stock bills for Woodwork Group V. 

Figure stock bills for Group V. 

Rapid workers figure other bills. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 11. 

Recitation — 

Jack-plane; its length, shape of cutting edge, use? How remove 
Shape of blade for manual training use? 



LESSON OUTLINES 97 

Smooth-plane; length, use, shape of blade? Setting of the cap 

iron for fine work? 
Jointer its use? Advantage over short plane for this purpose? 
Fore-plane; use, shape of iron? 
Block-plane; its length, use? How do its adjustments differ from 

those of the ordinary plane? 
Is the block-plane always necessary for planing ends? When not? 
Preparation for Demonstration; Assignment for Lesson 12 — 

Essentials j Sections 1, 2. 
Demonstration — 

The esential points in using try-square and marking faces. 
The essential points in modifying outline and designing decoration 
for some one of the following: Letter-holder, thermometer- 
back, calendar-back, bill-file, handkerchief-box, glove-box or 
any other simple piece involving no new processes. 
Work — 

Instructor assign one of the above projects and pupils modify the 
outline and decorate. Each pupil make at least three sketches carefully 
and submit to instructor. 

Rapid workers will finish any past work that is unfinished. 

GRADE VII. 

(Mechanical Drawing) 

Lesson 12. 

Recitation — 

The unit of measure in woodwork? 

Rules and their markings? 

How placed on the material? Consecutive measurements? 

Finding the middle of a piece without computation? 

Dividing a piece into any number of equal parts? 

Try-square? Name the parts. Rough usage? 

Three uses? Illustrate. 

Sliding or scraping with try-square? 
Preparation for Demonstration; Assignment for Lesson 13 — 

Essentials j Sections 18, 19. 
Demonstration — 

The essential points in putting plane parts together, adjusting. 
Work — 

Finish any unfinished work of last lesson. 



98 CORRELATED COURSES 

Make full size pattern of designed part of last lesson and fill in 

decorative design. 
Finish any unfinished stock bills. 

GRADE VII. 
(Woodworking Group I.) 

Lesson 13. 

Recitation — 

Planes? Four kinds? Material of which made? 

Name and point to the 16 parts of the iron plane. 

Plane-iron and cap-iron fastened together how? 

Purpose of cap-iron? 

Fastening the irons in the throat of the plane? 

Adjustment of irons? 
Preparation for Demonstration; Assignment for Lesson 14 — 

Essentials, Sections 26, 28, 31. 
Demonstration — 

The essential points in squaring up mill-planed stock. 

No definite dimensions but to be square and as large as stock given 
will make. 

Face marks ; edge planing ; end planing ; tests. 
Work — 

Set and adjust planes. 

Square up Cutting-Board stock, Woodwork Group I. 

GRADE VII. 
(Woodworking Group II.) 

Lesson 14. 

Recitation — 
Planing? 
Selection of faces? Planing against grain? Kind of shavings? 

When planes are not in use? 
Position at bench? 
Starting stroke? Finishing? Feathering shaving? Backward 

stroke ? 
Edge planing? 

Preliminary sighting with eye? 

Plane to be used? Effect of not keeping full length on edge? 
How to remove a high arris? 
Tests for an edge? 



LESSON OUTLINES 99 

End planing? 

Explain fully. 

Tests ? 
Preparation for Demonstration; Assignment for Lesson 15 — 

Essentials , Sections 5, 14, 29, 32. 
Demonstration — 

The essential points in squaring up mill-planed stock to definite 
dimensions. Gaging, measuring length, etc. 
Work — 

Finish cutting-board. 

Begin Group II. Counting-board. 
Note : — Chamfering comes after laying out and boring and will be 
demonstrated later. 

GRADE VII. 
j |- (Woodworking Group II.) 

Recitation — 

Marking-gage? Four parts named? Its use? 
The spur? How sharpened? How far project? 
Setting the gage? Illustrate. 

Position of hand in gaging wide and narrow boards? Kind of lines? 
Back-saw ? Name the parts. 

Explain the position of the hands and the motions in sawing. 
Location of the kerf with reference to the line? 
Finishing second edge? Tests? 

Finishing second end. where definite length is to be obtained? 
(Measuring, lining, etc.) 
Preparation for Demonstration; Assignment for Lesson 16 — 

Essentials, Sections 36, 38, 43, 44, 45. 
Demonstration — 

The essential points in laying out counting-board and finishing it. 
Dividing the piece into four equal parts, gaging, measuring, 
lining. The size of bits, inserting bits, sighting, thru boring. 
Numbering the holes. Chamfering. 
Shaping the pegs. 
Work — 

Continue the counting-board, laying out, boring, chamfering, 

numbering, making pegs. 
Rapid workers begin hat-rack or key-rack. 



100 CORRELATED COURSES 

GRADE VII. 

(Woodworking Group II.) 

Lesson 16. 

Recitation — 

Brace or bitstock? Name the parts. 

Ratchet brace? Special uses? 

Inserting a bit? 

Auger-bit? Six parts and their uses? 

Bit sets ? Sizes and number ? 

How tell the size of a bit? 

How tell when a bit is boring properly? 

Thru boring? 

How lay out a chamfer? 

How w^ork a chamfer? 
Preparation for Demonstration; Assignment for Lesson 17 — 

Essentials, Sections 37, 39, 42. 
Demonstration — 

The essential points in laying out and working hat-rack and key- 
rack. Locating and attaching hooks, etc. 
Work — 

Finish unfinished work and then begin either coat and hat-rack or 
key-rack. 

GRADE VII. 

(Woodworking Group III.) 

Lesson 17. 

Recitation — 

Center-bit? 

Drill-bit? Used for what? Caution? Why and how make a seat ? 

Gimlet-bit? Its use? 

Brad-awl? Used for what and how? 

The advantages of patent spiral screwdrivers and automatic drills? 
Preparation for Demonstration; Assignment for Lesson 18 — 

Essentials, Sections 27, 30, 34. Memorize 34. 
Demonstration — 

The essential points in squaring up rough stock. 

Surface leveling, winding-sticks, their use, gaging to thickness, etc. 
Work — 

Complete unfinished counting-boards. 

Begin either ring-toss or game-board. 



LESSON OUTLINES 101 

GRADE VII. 
(Woodworking Group III.) 

Lesson 18. 

Recitation — 

Planing first broad surface level or true? What is a true surface? 

Which side is to be selected? 
Three preliminary tests with eye and try-square? 
Caution w^hen a definite thickness is to be obtained? 
The manner of testing a surface for trueness with straight-edge 

only? 
The manner of testing a surface for trueness with winding-sticks 

and straightedge ? Of what advantage are the sticks ? 
Explain fully how you would proceed to level a surface which has 

two corners diagonally opposite high with reference to the 
center and the other two low with reference to the center. 
Finishing the second side? What indicates the proper stopping 

place in planing the second side? What is the test? Why no 

other tests as in first surface? 
State the six steps taken in squaring up rough stock. 
What ones of these are modified in planing mill-planed stock? 

Why? 
Preparation for Demonstration; Assignment for Lesson 19 — 

Essentials, Sections 11, 12, 13. 
Demonstration — 

The essential points in ripping and crosscut-sawing at the bench, 

explaining the reasons for the two kinds of saws. 
Work — 

Continue the work of Group III. 

GRADE VII. 

(Woodworking Group III.) 

Lesson 19. 

Recitation — 

Name two kinds of saw^s and five parts to each. 
Meaning of the number on the blade at the heel? 
Set? Why, and how? Amount for dry and wet lumber? 
Rake or pitch? What is meant and upon what does the amount 
depend? 



102 CORRELATED COURSES 

Sawing? Holding saw, index finger? Angle of cutting edge? 
Starting stroke? Position of thumb of left hand? Kind of 
strokes and pressure? 

Guiding the saw? How? Caution? Sawing in vise, how get 
angle ? 

How and why oil sides of saw? 

Crosscut-saw? Cutting edges of teeth where and why? Pitch? 

Rip-saw? Shape of teeth? Why? 

How tell a rip-saw from a crosscut-saw? 
Preparation for Demonstration ; Assignment for Lesson 20 — 

Essentials j Sections 40, 45, 64. 
Demonstration — 

The essential points in laying out ring-toss and marble-board, 
boring to depth, countersinking, making or cutting dowel to 
length and shaping top end, sandpapering with block, use 
eraser for pencil work. Put waste sandpaper in the box for 
future use in wood-finishing, grade 8. Never sand without 
permission. Glueing and fitting dowel. 
Work — 

Continue ring-toss and game-board. 

GRADE VII. 

(Woodworking Group III.) 

Lesson 20. 

Recitation — 

Countersink-bit? Its use? 

Boring to depth? Fully. Where many holes of the same depth 
are to be bored? 

Sandpapering? When and when not? 

Purpose of sandpaper block? How place the paper on it? 

When are arrises sanded and why? 

Curved surface sanding? 

Numbers on the back of a sheet of sandpaper? 

Sanding joints? Why not? 

What is to be done with worn sandpaper? 
Preparation for Demonstration; Assignment for Lesson 21 — 

Essentials j Sections 3, 9, 10. 
Demonstration — 

The essential points in cutting out stock. 



LESSON OUTLINES 103 

Work — 

Continue Group III. 

Beginning at this point, pupils are to cut out their own stock from 
boards S-2-S. 

GRADE VII. 

(Woodworking Group IV.) 

Lesson 21. 

Recitation — 

Framing-square? Two parts named? Its uses? What tables on 

blade and tongue? 
Name five parts to the dividers. 
Three uses for dividers? 

Explain fully how you would set dividers ? To a radius of 2". 
How are the points sharpened and why lean the top forward in 

marking? 
Where are pencil lines better than knife lines? Why? How are 

they best removed? 
Laying out rough stock if the edge of the board is fairly straight? 

If not straight, how? 
Preparation for Demonstration ; Assignment for Lesson 22 — 

Essentials j Sections 6, 15, 59, 60. 
Demonstration — 

The essential points in laying out and working sleeve-board and 

bread-board. Stock is S-2-S. Caution about smoothing broad 

surfaces only, not leveling, thickness being more important here 

than true plane surface. 
Work — 

Complete any unfinished work, then begin Group IV. 

GRADE VII. 

(Woodworking Group IV.) 

Lesson 22. 

Recitation — 

Pencil-gage ? How made ? When and where used ? 
Illustrate another way of pencil-gaging. 
Turning-saw? Its use? Name three parts. 
Why two handles? Caution about setting them? 
Illustrate manner of holding the saw. Caution about holding the 
blade with reference to the surface of the wood. 



104 CORRELATED COURSES 

How cut enclosed curves with this saw? 

Why not saw accurately to the line ? How remove the waste ? 

Spokeshave? Five parts? 

For what and how used? Kind of shavings? 

How adjusted? 

Explain how to lay out for a curved edge? How to work it? 

Sandpapering curved edges? 
Assignment for Lesson 23 — 

Essentials, Sections 16, 17, 24. (Informational). 
Demonstration— 

The essential points in laying out and working the scouring board 
and coat-hanger. 
Work — 

Continue Group IV. 

GRADE VII. 
j > ~« (Woodworking Group IV.) 

Recitation — 

Compass-saw? Especial use? Caution? 

Saw-filing? Four steps? Reasons for each? The parts of the 
saw-set ? 

The old wooden planes ? Why have they been displaced ? 

How are they adjusted? How are the wedges withdrawn in 
jack-plane and smooth-plane? 
Assignment for Lesson 24. (Informational) — 

Essential, Sections, 4, 7, 8. 
Demonstration — 

None. 
Work — 

Continue Group IV. 

GRADE VII. 
w > ~| (Woodworking Group V.) 

Recitation — 

Bevel? Name the three parts. 
To what angles can it be set? 
How set to 45 degrees? Three ways. 
How set to 30 and 60 degrees? 
Slitting-gage? Mortise-gage? 



LESSON OUTLINES 105 

Preparation for Demonstration ; Assignment for Lesson 25 — 

Essentials, Sections 62, 65, 66. 
Demonstration — 

Explain the manner of working duplicate parts. Gaging like 
widths, Marking off like lengths, Testing different parts in 
relation to one another. 
Work — 

Begin Group V after completing Group IV. 

GRADE VII. 

(Woodworking Group V.) 

Lesson 25. 

Recitation — 

How proceed where there are two or more like parts? 

The aim in handling the different tools in duplicate work? 

Illustrate. 

Hammers? Two kinds? Advantages and disadvantages? Three 
parts ? 

How hold the hammer? Illustrate. 

Nails? How made originally? Forged and cut? 

How are wire nails made? 

Two classes, three kinds of nails? Differences? 

History and meaning of 10-penny, etc? 

How else are nails sold? 
Preparation for Demonstration ; Assignment for Lesson 26 — 

Essentials , Sections 67, 68, 69. 
Demonstration — 

Nailing position, and withdrawing nails ; setting nails. 
Work — 

Group V. 

GRADE VII. 
(Woodworking Group V.) 

Lesson 26. 

Recitation — 

What caution is necessary in starting cut nails ? 

Explain position in nailing and give reasons? 

Why not set nails with the hammer in cabinet work? How use 

the nailset? Illustrate the position. 
Withdrawing nails? 



106 CORRELATED COURSES 

Preparation for Demonstration ; Assignment for Lesson 27 — 

Essentials , Sections 41, 70, 71, 72. 
Demonstration — 

Explain boring for screws, countersinking, use of screwdriver-bit. 
Work — 

Group V. 

GRADE VII. 

(Woodworking Group V.) 

Lesson 27. 

Recitation — 

Screwdriver-bit? Its advantage over screwdriver? How is it kept 

from jumping out of groove in screw head? 
What about the old style screwdriver? 
Screws ? How made and sold ? 
Size is designated how? 

The difference between gage for wire for screws and nails? 
Two kinds of screws ? Blued screws are how colored ? 
How are the parts prepared for fastening in hard wood? In soft 
wood? 
Assignment for Lesson 28 — 

Essentials, Review Chapter I. 
Demonstration — 

Order of procedure in assembling the various boxes. Placing the 
bottom and truing the frame. 
Work — 

Group V. 

GRADE VII. 

(Woodworking Group V.) 

Lesson 28. 

Recitation — 

Instructor will place six questions on the blackboard, selected from 
Chapter I Essentials of Woodworking. Pupils answer five in 
writing. 
Assignment for Lesson 29 — 

Essentials, Review Chapter II. 
Demonstration — 

None. 
Work — 

Group V. 



LESSON OUTLINES 107 

GRADE VII. 

(Woodworking Group V.) 

Lesson 29. 

Recitation — 

Instructor will place six questions on the board, selected from 
Chapter II, Essentials of Woodworking. Pupils will answer 
five in writing. 
Assignment for Lesson 30 — 

Essentials, Review Chapter III. 
Demonstration — 

None. 
Work — 

Group V. 

GRADE VII. 
_ (Woodworking Group VI.) 

Lesson 30. 

Recitation — 

Instructor will place six questions on the board, selected from 
Chapter III, Essentials of Woodworking. Pupils will answer 
five in waiting. 
Assignment for Lesson 31 — 

Essentials, Section 152. 
Demonstration — 

The essential points in laying out and working woodwork for the 
design problem of Group VI. 
Work — 

Complete Group V, then begin VI. 

GRADE VII. 

(Woodworking Group VI.) 

Lesson 31. 

Recitation — 

Name three kinds of stain. 
Advantages and disadvantages of water stain? 
Advantages and disadvantages of oil stain? 
Advantages and disadvantages of spirit stain? 
How r apply water stain ? How thin it ? 
How apply oil stain ? How thin it ? 
How apply spirit stain? How thin it? 
Fumed oak? 



108 CORRELATED COURSES 

Preparation for Demonstration ; Assignment for Lesson 32 — 

Essentials, Section 153. 
Demonstration — 

1. Applying design. 2. Outlining. 3. Applying color. . 4 
Waxing. 
Work — 

Continue Group VI. 

GRADE VII. 

(Woodworking Group VI.) 

Lesson 32. 

Recitation — 

Is waxing an old or a new finish ? How made formerly ? 

Advantages and disadvantages of a wax finish? 

Caution about applying a rapid hardening wax? 

Five steps in producing a wax finish ? 
Assignment for Lesson 33 — 

Essentials, Review Chapter IV. (Those parts that have been pre- 
viously studied.) 
Demonstration — 

None. 
Work — 

Group VI. 

GRADE VII. 

(Woodworking Group VI.) 

Lesson 33. 

Recitation — 

Instructor will give oral test from Chapter IV, Essentials of Wood- 
zuorking. 
Assignment for Lesson 34 — 

Essentials, Review Chapter V. (Parts that have been previously 
studied.) 
Demonstration — 

None. 
Work — 

Group VI. 



LESSON OUTLINES 109 

GRADE VII. 
(Woodworking Group VI.) 

Lesson 34. 

Recitation — 

Instructor will give oral test from Chapter V, Essentials of Wood- 
working. 

Assignment for Lesson 35 — 

Essentials, Review Chapters VI, VII. (Parts that have been pre- 
viously studied.) 

Demonstration — 
None. 

Work — 

Group VI. 

GRADE VII. 

(Woodworking Group VI.) 

Lesson 35. 

Review — 

Instructor will give oral test from Chapters VI, VII (parts only 
that have been previously studied in regular work), Essentials 
of Woodworking. 
Assignment for Lesson 36 — 

This closes the text work for the year. 
Demonstration — 

None. 
Work — 

Those finishing projects will assist slower pupils or do necessary 

work about the shop. All pupils are to be kept busy at some 

work until the last day they come. The last day each class 

will polish tools. 

Lessons 36 and 37. For finishing up woodwork. Boys helping one 

another. Cleaning bench tops. 
Lesson 38. For cleaning tools. Each class assigned certain tools 
to clean. Final class applies vaseline. 



CHAPTER VII. 
LESSON OUTLINES FOR GRADE VIII. 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 1, 

Introductory Talk — 

The plan of the year's work. 

(Mechanical Drawing 12 weeks — Group 1, Straight Lines: 
2, Circles; 3, Tangents; 4, Planes of Projections; 5, Review; 6, 
First choice Dado Group of Woodwork — Working Drawing; 
7, First choice Cross-lap Group of Woodwork — Working 
Drawing; 8, Second choice Cross-lap or Dado Group of Wood- 
work — Working Drawing; 9, Completion of any unfinished 
drawings and Making stock bills; 10, Figuring stock bills; 11, 
Structural Design; 12, Decorative Design. (Woodwork the 
rest of the year — Two Groups, exercises and applications using 
drawings just made.) (Along with this, inforation concerning 
lumbering, etc.) 
Preparation for Demonstration ; Assignment for Lesson 2 — 
Essentials of Woodworking, Appendix III, Sections 3, 4, and 6. 
Demonstration — 

The essential points in making Drawings I. (Group I, Problems in 

Mechanical Drawing.) 
(Copies of the different problems of Group I — One each — should 
be in the hands of the pupils that they may refer to them as 
the demonstration is being given.) 
Border and cutting lines, spacing the views, blocking-out, dimensions, 
letters, final lines. Projection and relation of views. Visible 
and invisible edges. 
Work — 

Each pupil solve his problem, freehand carefully on scratch paper 
first, putting on dimensions. Then carefully to full scale with 
border and cutting lines but no lettering or dimensions, only 
sheet number and pupil's name. 
Rapid workers exchange problems and solve as time allows. 

110 



LESSON OUTLINES 111 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 2. 

Recitation — 

The names and relative positions of the three views most used in 
mechanical drawing? 

Send a pupil to the blackboard to make three views of a rectangular 
block having chamfered edges on one side. 

Develop the four principles of projection and relation of views. 

Letters and figures, how proportioned? Test pupils at the black- 
board. 

How does a freehand working drawing differ from a mechanical 
drawing? 

Give fully the order of procedure in making a mechanical drawing. 

How do you go about determining the placing and spacing of your 
drawing? 
Preparation for Demonstration ; Assignment for Lesson 3 — 

Essentials, Appendix III, Sections 2 and 5. 
Demonstration — 

The essential points in making Drawing II. (Group II, Problems 
in Mechanical Drawing.) 

Center-lines; circles; cross-sections and cross-hatching; dimension- 
ing circles. 
Work — 

Solution of problems in Group II. 

Complete any unfinished problems in I. 

Rapids workers exchange problems in Group II and solve as time 
allows. 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 3. 

Recitation — 

The conventions — Scale drawings, why? Figures on the drawing 

vs. the size of the object? 
Seven kinds of lines — their meanings and how made? 
When figures cannot be placed between the arrows, what ? 
What part of a mechanical drawing is to be made freehand ? 
A broken view? Why used? 



112 CORRELATED COURSES 

Section drawing? Cross-hatching? 

Hexagon, octagon, ellipse; how made? 
Assignment for Lesson 4 — 

Essentials j Review Sections 34 and 36. 
Demonstration — 

The essential points in making Drawing III. (Group III, 
Problems in Mechanical Drawing.) 

Tangents — Locating centers of arcs and points of tangency. 
Work — 

Solution of problems in Group III. 

Complete any unfinished problems in previous groups. 

Rapid workers exchange problems in Group III. 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 4. 

Recitation — 

The steps in squaring rough stock to dimensions? 

The steps when the stock is mill-planed on two surfaces? 

A true surface? Selection of first surface? When several parts 
are to be fitted ? 

Preliminary tests before beginning to plane? 

Planing — Many or few shavings ? Roughened grain ? Planes used ? 

Protecting the cutting edge? 

Position of the body? Long or short strokes? Starting and stop- 
ping the stroke? Feathering the shaving? 

Testing broad surfaces with a straightedge? 

Testing narrow surfaces with winding-sticks? 

Explain precisely how to proceed in removing wind. 
Assignment for Lesson 5 — 

Essentials, Review Sections 27, 28, 29, 30, 31, 32. 
Demonstration — 

The essential points in making Drawing IV. (Group IV, Problems 
in Mechanical Drawing.) 

Planes of projection. Number and proove the solutions. 
Work — 

Solution of problems in Group IV. 

Complete any unfinished problems in previous groups. 

Rapid workers exchange problems in Group IV. 



LESSON OUTLINES 313 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 5. 

Recitation — 

Face side, face edge? Why? How marked? 

Planing first edge ? Choice ? Two preliminary tests ? 

How place plane to remove high arris? Planes used? Tests? 

Finishing second edge? What determines amount to be removed? 

Tests ? 

Finishing second side? Gaging? Testing? 

Planing first end ? Tests ? Caution about length ? 

Finishing second end? What limits amount to be planed? Tests? 
Assignment for Lesson 6 — 

Essentials, Sections 46, 47. 
Demonstration — 

Numbering and lettering the points in the two views of the test 
problems preparatory to their solution. 
Work — 

Complete unfinished "Problems." 

Solve test Problems. 

Rapid workers may begin drawings for Woodwork Group VII. 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 6. 

Recitation — 

Two classes of chisels? Their uses? 

Four parts to each class? 

Three parts to a mallet? The rule in selecting a pounding tool? 

The size of a chisel indicated how? 

Caution about holding chisel? 

Explain fully the cutting action of a chisel. -How it wedges, how 
this is overcome? 

Explain fully horizontal paring. 
Assignment for Lesson 7 — 

Essentials, Sections 48, 49, 50, 51. 

The essential points in making the working drawings for Wood- 
work Group VII. 



114 CORRELATED COURSES 

Work — 

Make a drawing from Woodwork Group VII. 

Rapid workers make drawing of second choice Woodwork Group 
VII. 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 7. 

Recitation — 

Vertical paring? How? Position of hands? Amount to be cut 
at each stroke? Position of worker relative to the line to be 
cut? 

Oblique and curved line paring? Direction of the cut with 
reference to the grain? 

Paring chamfers ? Paring along the grain ? Across the grain ? 

Firmer gouge? Bevel inside or outside? How is its size deter- 
mined ? 

Position of the hands in roughing out? In finishing stroke? How 
produce shearing cut? 
Assignment for Lesson 8 — 

Essentials, Review Sections 52, 53, 54, 55, 56, 57. 
Demonstration — 

The essential points in making working drawings for Woodwork 
Group VIII. 
Work — 

Complete unfinished drawings of Group VII. 

Make a drawing from Woodwork Group VIII. 

Rapid workers make another selection from Group VIII. 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 8. 

Recitation — 

Why grind tools? 

How much angle? How determined? 
Why move the tool across the stone? 
The effect of frequent change of angle? 

In which directions should the stone turn with reference to the 
tool? Why? 



LESSON OUTLINES 115 

Why use water on a stone ? 

Two kinds of oilstone? 

Advantages of coarse and of fine? 

Advantages of manufactured stones? 

Why use oil on stones? 

How avoid wearing stone uneven? How level an uneven stone? 

Explain fully steps in whetting plane-iron or chisel. 

Holding tool ? Angle in whetting as compared to angle in grinding ? 
How get tool at correct angle ? The movement ? Wire edge ? 
How removed ? If a still keener edge is desired ? 

How is a gouge whetted? 

Explain fully how to tell when a tool is sharp. 
Preparation for Demonstration ; Assignment for Lesson 9 — 

Essentials, Read Sections 62, 63. 
Demonstration — 

Sharpening scraper. 
Work — 

Complete any unfinished drawings. 

Make other selections in either Groups VII or VIII. 



GRADE VIII. 

(Mechanical Drawing) 

Lesson 9. 

Recitation — 

Order of procedure in laying out duplicate parts? 

Advantages of this method over that of laying out each part singly? 
Illustrate? 

Why use a scraper? Common mistake of beginners about mill- 
planed stock? 

Position of the hands in scraping? 

The steps in sharpening a scraper? 
Assignment for Lesson 10 — 

Essentials, Sections 76, 77. 
Demonstration — 

The essential points in making stock bills. 
Work — 

Finish any unfinished drawings and make out stock bills for work- 
ing drawings made. 



116 CORRELATED COURSES 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 10. 

Recitation — 

Joinery? What is meant by the term? 

Illustrate how direction of grain affects the planning of the relation 
of the parts. 

Why join faces together rather than other surfaces? 

What about consecutive measurements? Gaging, lining, etc? 

What is meant by superposition? 

In fitting parts, together how tell where the different parts belong? 

What is visualizing? How may one make it easier to visualize? 

Knife vs. pencil in laying out? 

Sawing joints in hard wood? In soft wood? 
Assignment for Lesson 11 — 

Essentials j Review Sections 14, 64. 
Demonstration — 

The essential points in figuring costs from stock bills made in last 
lesson. 
Work — 

Finish any unfinished stock bills and figure costs. 



GRADE VIII. 

(Mechanical Drawing) 

Lesson 11. 

Recitation — 

Back-saw? Purpose? Crosscut-saw or rip-saw? Set? 

Explain fully how to hold, start, cut, stop cutting across the grain. 

Explain fully when cutting along the grain. (Cutting tenons.) 

Accurate sawing to a line ? Explain ? 

How saw when paring is to be done ? 

Sandpapering, when? Why? 

Sandpaper block? Its purpose? Size as compared to paper? 

Sanding arrises? When? How? 

Sanding curved surfaces? 

Sanding parts that go to make up joints? Why not? 

Numbers on the back of sandpaper sheet? 



-, 



LESSON OUTLINES 117 

Assignment for Lesson 12 — 
Essentials, Sections 58, 61. 
Demonstration — 

The essential points in structural and decorative design of some 
project involving groove or cross-lap joint or both, elected by 
the class, (book-rack, etc.) or assigned by instructor. 
Work — 

Each boy make at least three modifications in outline and decoration 

of project elected by class, or assigned by instructor. 
Rapid workers will finish any unfinished work. 

GRADE VIII. 

(Mechanical Drawing) 

Lesson 12. 

Recitation — 

Explain fully the manner of laying out and working a cylinder. 

How does a carpenter lay out a cylinder with the steel square? 

What is meant by modeling in woodwork? 

State the steps in laying out and working a hammer-handle. 
Assignment for Lesson 13 — 

Essentials j Review Sections 71, 72. 
Demonstration — 

None. 
Work — 

Finish any unfinished work. 

Rapid workers make a full sized pattern of designed part and fill in 
decorative design. 

Make a dimensioned working drawing of the project designed last 
lesson. 

Make out stock bill for the same and figure estimate of cost on the 
reverse side. 

GRADE VIII. 

(Woodworking Group VII.) 

Lesson 13. 

Recitation — 

Screws — How made and sold? 

How is the size designated? 

How are blued screws made? What are the two 



118 CORRELATED COURSES 

How are the wood parts prepared for wood-screws? In soft wood? 
In hard wood ? 
Preparation for Demonstration; Assignment for Lesson 14 — 

Essentials, Read Sections 78, 79. 
Demonstration — 

The essential points in making Dado Exercise. 
Work — 

All pupils square up exercise piece and begin making the joints. 
Note: — No definite size is required for exercise piece but it must be 
square and true. 



GRADE VIII. 

(Woodworking Group VII.) 

Lesson 14. 

Recitation — 

Dado? What is this joint used for? Grooves? 

Develop fully the steps taken in making the dado. 

Develop fully the steps taken in making the stub tenon and mortise. 
Assignment for Lesson 15 — 

Essentials, Sections 73, 74, 75. 
Demonstration — 

Talk on getting out stock. Look over small pieces first. 

Use narrowest boards that will do; 12" boards are scarce; keep 
them for taboret tops, never use them for legs. 

Use try-square and straight-edge and saw to the lines carefully rip- 
ping first then crosscutting to the ripped part only. Leave on 
the board all but just what 5^ou need. Use your stock bill. If 
others are waiting for stock, saw only one piece and work on 
that while they are getting a piece. Watch your thicknesses. 
Never discard a piece that has been partly worked, without per- 
mission. Bevels or chamfers are made after joints. Mill- 
marks must come off before parts to joints are fitted ; why? 
Work — 

Finish the exercise pieces, leave them on instructor's desk to be 
graded and begin on Group VII — first choice. 

Instructor will want to see the pieces after the various steps. 



LESSON OUTLINES 119 

GRADE VIII. 

(Woodworking Group VII.) 

Lesson 15. 

Recitation — 

Glue ? Of what and how made ? 

Glue-pots? Describe. Why two pots? 

How prepare glue for use? Why soak it? 

How apply the glue ? Thick or thin ? Why warm the wood ? 

Cold glues? Advantages and disadvantages? Why do they thicken 
and how thinned? In cold weather? 

Clamps ? Why used ? Two kinds ? 

Names of four parts to hand clamp? How adjust? 

How could a good substitute be made for cabinet clamp ? 

Why glue size end grain ? What is glue size ? 

Rubbed glue joint is how made? 
Assignment for Lesson 16 — 

Essentials , Sections 147, 148. 
Demonstration — 

None. 
Work — 

Continue with Group VII Woodwork. 

GRADE VIII. 

(Woodworking Group VII.) 

Lesson 16. 

Recitation — 

Two reasons for putting finish on wood? 

Six kinds of materials used ? 

Brushes? Of what made? 

Dusters? The edges of tracing brushes? 

Cleaning shellac brushes? Varnish brushes? 

Care of brushes from day to day? 

The best alcohol or shellac cans? Cans for delicate woods? 

Cleaning wire? 
Preparation for Demonstration; Assignment for Lesson 17 — 

Essentials, Section 149. 
Demonstration — 

The essential points in using brush. Section 149. 



120 CORRELATED COURSES 

(That no point may be omitted have one boy with open book 
enumerate the steps, Section 149.) 
Work — 

Continue Group VII, Woodwork. 

GRADE VIII. 
j J- (Woodworking Group VII.) 

Recitation — 

State the seven steps in using a brush. 

Feathering strokes ? What ? How taken ? 

Edges or surfaces first? Working out over edges? 

Picking up surplus liquid ? 

What is the order in working finish on internal corner, panels, 
stiles, rails? 

Horizontal or vertical position prefered? 

Tracing ? What ? 
Preparation for Demonstration; Assignment for Lesson 18 — 

Essentials j Sections 150, 151. 
Demonstration — 

The essential points in applying filler. 
Work — 

Continue Group VII, Woodwork. 

GRADE VIII. 

T * n (Woodworking Group VII.) 

Lesson 18. 

Recitation — 

Fillers? Two kinds and their uses? 

Are fillers absolutely necessary? Explain. 

Liquid filler? How applied and* where used mostly? 

Why is shellac used on close grained woods in fine cabinet work for 
first coat instead of filler or varnish? 

Paste filler? Of what made? The cause of contrasts in the grain 
of filled wood? 

Four steps in filling a coarse grained surface? 

How long ought filler to stand before applying other coatings? 

Caution about excelsior and rags used in filling? 
Assignment for Lesson 19 — 

Essentials, Review Sections 152, 153. 



LESSON OUTLINES 121 

Demonstration — 

None. 
Work — 

Continue Group VII, Woodwork applying finish as needed. 

GRADE VIII. 

(Woodworking Grcup VII.) 

Lesson 19. 

Recitation — 

Three kinds of stains? 

Advantages and disadvantages of water stain ? 

Advantages and disadvantages of oil stain? 

Advantages and disadvantages of spirit stain? 

How is water stain applied ? How thinned ? 

How is oil stain applied ? How thinned ? 

How is spirit stain applied? How thinned? 

Fumed oak? What is it and how obtained? 

Is waxing an old or new finish? How made by our ancestors? 

Advantages and disadvantages of wax finishes? 

State five steps in applying a waxed finish. 
Preparation for Demonstration; Assignment for Lesson 20 — 

Essentials, Sections 154, 155, 156. 
Demonstration — 

The essential points in shellacing preparatory to waxing. 

The order in producing a waxed finish with and without shellac; 
with and without water stain. 
Work — 

Continue Group VII. 

GRADE VIII. 

(Woodworking Group VII.) 

Lesson 20. 

Recitation — 

The two kinds of varnish? 

Why do varnishes vary in price? 

What are rubbing varnishes? 

Necessary conditions for good varnishing? Why these conditions? 

Shellac? Where found? What is it? How prepared? 

Two kinds of shellac? 



122 CORRELATED COURSES 

White shellac, how made and where used especially? 

Orange shellac, advantages and disadvantages? 

Caution about applying shellac? 

Why is shellac sometimes used before varnish and wax? 

Describe method of producing egg-shell gloss shellac finish. 
Assignment for Lesson 21 — 

Essentials, Section 113. Instructor explain the mounted specimens 
of wood illustrating tree structure. 
Demonstration — 

None. 
Work — 

Continue Group VII. 

GRADE VIII. 

(Woodworking Group VII.) 

Lesson 21. 

Recitation — 

Tree structure? A tree is cut in three directions for study, what 

are they? How does each section lie? 
If a young sprout should be cut across what three layers of tissue? 

If tissue is magnified how would it appear to be composed? 
If the end of a log is examined how will it have changed from that 

of the sprout? 
Name six divisions of tissue of the log beginning at the center. 
What makes the rings and why are some light and some dark? 
Is a year's growth composed of the dark or the light rings or both ? 

Why are the centers of the rings sometimes out of the log's 

center? 
General divisions of tissue are Pith, Wood, Bark. 
How is heart-wood formed? Its purpose? 
How is sap-wood formed? Its purpose? 
Where does the actual growing take place? 
What layers of tissue are on either side of the cambium? 
What is the inner side of the bark called? 
What is cortex? 

Medullary rays? Of what composed? Purpose? 
What makes grain in sawed lumber? 
Knots? 



LESSON OUTLINES 123 

Assignment for Lesson 22 — 

Essentials, Section 114. 
Demonstration — 

None. 
Work — 

Continue Group VII. 

GRADE VIII. 
(Woodworking Group VII.) 

Lesson 22. 

Recitation — 

What is the life blood of a tree called ? 

Beginning with the tree in earl} 7- spring, explain the movement or 
lack of movement of the sap. 

The effect upon the tree of the sap's movement in the spring? 

What part do the leaves perform in the digestive process? 

Chlorophyll? Assimilation? 

The sap circulation from mid-summer to the end of summer? 

Effect upon the leaves? 

What becomes of the descending sap ? 

Does the upw r ard movement of the sap and the downward move- 
ment of the changed sap take place at the same time? 

Do the leaves drop because the sap descends or does the sap descend 
because the leaves drop off? 
Assignment for Lesson 23 — 

Essentials, Sections 115, 116, 117. Instructor explain mounted 
specimens illustrating shrinkage. 
Demonstration — 

None. 
Work — 

Continue Group VII. 

Pupils, finishing projects in Group VII now, may get out stock and 
begin squaring it up for Group VIII. 

GRADE VIII. 
(Woodworking Group VII.) 

Lesson 23, 

Recitation — 

Respiration is another name for breathing. How does it apply to 
plants? 



124 CORRELATED COURSES 

Animals breath in oxygen and breath out carbonic acid gas. 

How about plants? 

Carbonic acid gas is poisonous. Is it harmful to have plants in 

the house? Explain. 
How do trees breathe? 

Transpiration? What is it and where and why does it take place? 
What per cent, of living cell is water ? Where is the water con- 
tained ? Which has more water sap-wood or heart-wood ? 
Which is stronger green or seasoned wood ? 
Shrinkage? What makes a plank cut from a tree shrink? 
Could a plank shrink without having water in the interior of the 

cells ? 
Explain why a plank shrinks across the grain but not along as the 

eye can see. 
Two reasons a log shrinks more along the rings than along the 

radii. 
The effect of this greater shrinkage along the rings? 
Which shrinks more, sap-wood or heart-wood ? Effect on a plain 

sawed board? (On a quarter-sawed board?) 
Which shrinks more soft or hard wood ? 
Assignment for Lesson 24 — 

Essentials, Sections 118, 119, 120. Instructor explain mounted 

specimens illustrating grain formations — straight, curled, bird's 

eye. 
Demonstration — 

None. 
Work — 

Continue Group VII. 

Pupils, finishing projects in Group VII now, may get out stock 

and begin squaring it up for Group VIII. 

GRADE VIII. 

(Woodworking Group VIII.) 

Lesson 24. 

Recitation — 

What is the weight or specific gravity of wood? Oak or pine? 

Why does wood float then ? 
Upon what two things does the weight of any given piece of wood 

depend ? Does it ever vary ? Why ? 



LESSON OUTLINES US 

Why are some kinds of wood heavier than others similarly seasoned ? 
Is a heavy piece stronger than a light piece of the same size ? 
What is meant by strength, elasticity, hardness, toughness, cleava- 

bility? 
What is meant by straight grain ? Cross-grained ? Twisted ? 
Causes ? 

What makes bird's eyes in some woods? 
Preparation for Demonstration ; Assignment for Lesson 25 — 

Essentials, Sections 80, 81, 82. 
Demonstration — 

Recall steps in squaring up rough stock, use of winding sticks and 

other tests. 
The essential points in laying out and working cross-lap joint by 

first method. 
Work — 

All pupils lay aside present work and square up stock for, and make, 

cross-lap exercise piece. 
When joint is completed finish any unfinished work of Group VII, 

then begin Group VIII. 



GRADE VIII. 

(Woodworking Group VIII.) 

Lesson 25. 

Recitation — 

Cross-lap joint? Why plane stock for the two parts in one piece? 

What about the face marks in case this is done ? Why ? 

The difference in the two methods given? 

State the ten steps in making the joint by the first method. 

In the second method how are the grooves and their widths deter- 
mined ? 

What about the location of the grooves with reference to the faces? 

What about the faces in gaging for depth of groove? Why? 
Assignment for Lesson 26 — 

Essentials, Sections 121, 122 to the bottom of page 130. 
Demonstration — 

None. 
Work — 

Finish exercise piece and continue as in lesson 24. 



126 CORRELATED COURSES 

GRADE VIII. 

(Woodworking Group VIII.) 

Lesson 26. 

Recitation — 

Lumbering? Two kinds and their differences? 

The camp; selecting trees; felling; trimming; cutting to length? 

Skidding? 

Transportation of logs to mill? 

By cars, splash dam, rafts, river driving. 

Milling? Location; log-booms; soaking logs in mill-pond? 

Three kinds of saws? Advantages and disadvantages of each? 

Timbers, planks, and boards? 
Assignment for Lesson 27 — 

Essentials, Sections 122 continued, 123, 124. 
Demonstration — 

None. 
Work — 

Continue Group VIII. 

GRADE VIII. 

(Woodworking Group VIII.) 

Lesson 27. 

Recitation — 

Lumbering? At the mill? The log-slide, inspection, measuring. 

kicking logs out of slip on log-deck. 
Sawing process in detail? 1. Log placed on carriage and dogged 

and slab with a few boards taken off. 2. A half turn and 

slab and few boards taken. 3. A quarter turn and nearly all 

sawed up. 4. Half turn and all sawed up. 
The live rolls? Edgers? Trimmers or jump saws? Butting saws? 
Slasher? It is used on slabs. What becomes of slabs? 
Quarter-sawing? Why and how? 

Why do quarter-sawed boards not warp like plain sawed ? 
Uses for waste wood? Burners? 
Assignment for Lesson 28 — 

Essentials, Sections 125, 126, 127. 
Demonstration — 

None. 
Work — 

Continue Group VIII. 



LESSOX OUTLINES 127 

GRADE VIII. 

(Woodworking Group VIII.) 

Lesson 28. 

Recitation — 

How is sawed lumber transported? 

Two methods of seasoning? Why and how r stick lumber? 

Air seasoning? Time required? Depends upon what? 

Kiln drying? Why? Temperature of kiln? 

How do soft and hard woods differ as to methods of seasoning? 
Time required for each? 

Checks in hard wood? Why? How prevented? 

Case hardening? Why? How prevented? 

Clear lumber? Dressed lumber? Abbreviation for dressed lumber? 

How is lumber computed and sold? Shingles, lath, and moldings? 

How t would you specify lumber in an order? 
Assignment for Lesson 29 — 

Essentials, Review Appendix III, Sections 2, 3, 4, 5, 6, and Sections 
26, 27, 28, 29, 30, 31, 32, 34. 
Demonstration — 

None. 
Work — 

Group VIII. 

GRADE VIII. 

(Woodworking Group VIII.) 

Lesson 29. 

Review — 

Instructor w T ill place six questions on the blackboard, selected from 
Assignment for this Lesson. 

Pupils will write the answers to five of these, making complete 
statements in each case so that the instructor will know 'what 
is being discussed without referring to the question list. In- 
structor w^ill insist upon full sentences — subject and predicate 
— that the pupil may not form bad habits in his English. Have 
uniform headings. Insist on neatness. 
Assignment for Lesson 30 — 

Essentials, Review Sections 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 
56, 57, 62, 63. 



128 CORRELATED COURSES 

Demonstration — 

None. 
Work — 

Group VIII. 

GRADE VIII. 
LeSSOll 30, (Woodworking Group VIII.) 

Review — 

Instructor will place six questions on the blackboard, selected from 
Assignment for this Lesson. 
Assignment for Lesson 31 — 

Essentials, Review Sections 76, 77, 14, 64, 58, 61, 71, 72. 
Demonstration — 

None. 
Work — 

Group VIII. 

GRADE VIII. 
LeSSOll 31. (Woodworking Group VIII.) 

Review — 

Instructor w<ill place six questions on the blackboard, selected from 
Assignment for this Lesson. 
Assignment for Lesson 32 — 

Essentials, Review Sections 78, 79, 73, 74, 75, 147, 148, 149. 
Demonstration — 

None. 
Work — 

Group VIII. 

GRADE VIII. 
LeSSOn 32. (Woodworking Group VIII.) 

Review — 

Instructor will give each pupil one question, for oral answ T er, 
selected from Assignment for this Lesson. 
Assignment for Lesson 3i — 

Essentials, Review Sections 150, 151, 152, 153, 154, 155, 156, 113. 
Demonstration — 

None. 
Work — 

Group VIII. 



LESSON OUTLINES 129 

GRADE VIII. 
LeSSOll 33. (Woodworking Group VIII.) 

Review — 

Instructor will give each pupil one question for oral answer, 
selected from Assignment for this Lesson. 
Assignment for Lesson 34 — 

Essentials, Review Sections 113, 114, 115, 116, 117, 118, 119, 120, 
80, 81, 82. 
Demonstration — 

None. 
Work — 

Group VIII. 

GRADE VIII. 

LeSSOll 34. (Woodworking Group VIII.) 

Review — 

Oral test from Assignment for this Lesson. 
Assignment for Lesson 35 — 

Essentials, Review Sections 121, 122, 123, 124, 125, 126, 127. 
Demonstration — 

None. 
Work — 

Group VIII. 

GRADE VIII. 
LeSSOn 35. (Woodworking Group VIII.) 

Review — 

Oral test from Assignment for this Lesson. 
Assignment for Lesson 36 — 

This closes the text work for the year. 
Demonstration — 

None. 
Work — 

Those finishing projects wall assist slower pupils or do any necessary 
w T ork about the shop such as making bench-hooks, scraping 
bench tops, etc. All pupils are to be kept busy at some work 
until the last day. The last week, each class will polish tools. 



CHAPTER VIII. 

LESSON OUTLINES FOR GRADE IX. 

From the detailed outlines of the grammar school the high school 
instructor will be enabled to detail his lessons to suit his time allotment 
and periods of work. 

GROUP IX. 
First Week: 

Review "Squaring up of Stock." Rough and mill-planed. Es- 
sentials of Woodworking, Chapter III. 
Square up stock for joint exercises. 
Demonstrate mortise and tenon, keyed. Essentials, Sections 87, 88, 

89, 90, 91. 
Pupils make mortise and tenon, keyed. 
Recitation on same. 

Second Week: 

Square up stock for exercise in mortise and tenon, blind, and miter 

joint. 
Demonstrate mortise and tenon, blind. Essentials, Sections 92, 93, 

94, 95, 96, 97, 98. 
Pupils make mortise and tenon, blind, and miter joint. 
Recitation. 

Third Week: 

Prepare stock for modeling exercise. 

Demonstrate modeling — hammer-handle. Essentials, Section 61. 

Pupils make hammer-handle. 

Recitation. 

Fourth Week: 

Saw stock for glue joint. (Consult working drawings.) 
Demonstration of glue joint. Essentials, Sections 83, 84, 85, 86. 
Pupils make glue joints. 
Recitation. 

130 



LESSON OUTLINES 131 

Fifth Week: 

Review getting out stock in quantity. 
Demonstrate use of Band-saw. 
Pupils get out stock for projects. 
Recitation. 

Sixth Week: 

Review "Laying out and Working Duplicate Parts." Essentials, 

Sections 62, 77. 
Demonstrate Laying out and Working Duplicate Parts. 
Pupils proceed as their work allows. 
Recitation. 

Seventh Week: 

Demontsrate use of Jig-saw. 

Pupils use Jig-saw as their work necessitates. 

Recitation. 

Eighth Week: 

Demonstrate clamping framed structures. 
Pupils clamp as their work allows. • 
Recitation. 

Ninth Week: 

Preparation for "Finishing." Essentials, Review r Sections 147, 148. 

149, 150, 151. 
Demonstrate Preparation of surfaces for finish. 
Recitation. 

Tenth Week: 

Demonstration of application first coats. Essentials, Sections 154, 

155, 156, 157, 158. 
Pupils apply finish as work allows. 
Recitation. 

Eleventh Week: 

Demonstrate other finishing coats. Essentials, Section 159. 

Pupils proceed as work allows. 

Recitation. 

Twelfth Week: 

Demonstrate patching. Essentials, Section 160. 
Recitation. 



132 CORRELATED COURSES 

Thirteenth Week: 

Study of Woods. Essentials, Sections 128, 129. 
Recitation. 

Fourteenth Week: 

Study of Woods. Essentials, Sections 130, 131, 132. 
Recitation. 

Fifteenth Week: 

Study of Woods. Essentials, Sections 133, 134, 135, 136. 
Recitation. 

Sixteenth Week: 

Study of Woods. Essentials, Sections 137, 138, 139, 140, 141. 
Recitation. 

Seventeenth Week: 

Study of Woods. Essentials, Sections 142, 143, 144, 145, 146. 
Recitation. 

Eighteenth Week: 
Finish up. 



PART III 
WORKING DRAWINGS 



PROJECTS FOR BEGINNING WOODWORK AND 
MECHANICAL DRAWING. 

LIST OF PLATES. 





Group 


I. 


1. 


Cutting board. 






Group 


II. 


2. 


Counting board. 




3. 


Coat and Hat rack. 


4. 


Key- rack. 






Group 


III. 


5. 


Ringtoss. 




6. 


Spool holder. 




7. 


Game board. 




8. 


Laundry register 






Group 


IV. 


9. 


Sleeve board. 




10. 


Bread board. 




11. 


Cake board. 




12. 


Scouring board. 




13. 


Coat hanger. 






Group 


V. 


14. 


Nail box. 




15. 


Knife polishing 


box 


16. 


Knife and fork 


)OX. 


17. 


Bird house. 




18. 


Broom holder. 




19. 


Bench-hook. 





Group VI. 

20. Teapot blocks. 

21. Thermometer back. 

22. Calendar mount. 

23. Card holder. 



24. Bill file. 

25. Handkerchief box. 

26. Glove box. 

Group VII. 

27. Groove joint. 

28. Book-rack. 

29. Necktie rack. 

30. Magazine rack. 

31. Footstool. 

32. Paper or magazine wall rack. 

33. Wall shelf. 

34. Table or desk shelves. 

35. Taboret. 

36. Stool. 

Group VIII. 

37. Cross-lap joint. 

38. Book trough. 

39. Electric cluster. 

40. Electric table or desk light. 

41. Calendar mount or memo board. 

42. Hall rack or mirror frame. 

43. Picture-frame. 

44. Taboret. 

45. China wall rack. 

46. Pedestal. 

Supplementary. 

47. Suggestive treatments for stool. 

48. Suggestive, treatments for necktie 

rack. 

49. Suggestive treatments for book- 

rack. 

50. Introductory sheet, Drawing. 

51. Geometric sheet, Drawing. 



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ADVANCED PROJECTS IN WOODWORK. 



LIST OF PLATES. 



Group IX. 



1. 


Exercises — Keyed tenon ; Blind 




Mortise-and-tenon. 


2. 


Exercises — Miter joint; Glue joint 


3. 


Exercises — Modeling, Hammer 




handles. 


4. 


Necktie Rack. 


5. 


Foot Stool. 


6. 


Book Rack. 


7. 


Upholstered Stool. 


8. 


Leg Rest. 


9. 


Cricket. 


10. 


Wall Shelves. 


11. 


Stool (square). 


12. 


Taboret (octagonal top) 


13. 


Taboret (round top). 


14. 


Small Table. 


15. 


Taboret (oblong top). 


16. 


Piano Bench. 


17. 


Piano Bench. 


18. 


Book Stand. 


19. 


Umbrella Stand. 


20. 


Umbrella Stand. 


21. 


Jardiniere Stand. 


22. 


Magazine Stand. 


23. 


Roman Seat. 


24. 


Light Stand. 


25. 


Stool (square). 


26. 


Book Trough. 



27. 


Screen. 


28. 


Tea Table. 


29. 


Hall Rack. 


30. 


Wall China Rack. 


31. 


Side Chair. 


32. 


Arm Chair. 


33. 


Morris Chair. 


34. 


Electric Reading Lamp. 


35. 


Pedestal. 


36. 


Occasional Rocker. 


37. 


Mission Chair. 


38. 


Drop Leaf Table. 




Group X. 


39. 


Exercises — Mortise-and-tenon ; 




Rabbeted, Grooved. 


40. 


Exercises — Thru Multiple Dove 




tail; Half blind Dovetail. 


41. 


Waste Paper Box. 


42. 


Wall Cabinet. 


43. 


Telephone Table. 


44. 


Sewing Cabinet. 


45. 


Writing Table. 


46. 


Chafing Dish Stand. 


47. 


Cabinet. 


48. 


Library Table. 


49. 


Writing Desk. 


50. 


Dressing Table. 


51. 


Linen Chest. 



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